NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1038979
Record Type: Journal
Publication Date: 2014-Jun
Pages: 32
Abstractor: As Provided
Reference Count: 116
ISBN: N/A
ISSN: ISSN-1046-560X
Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
Saçkes, Mesut; Trundle, Kathy Cabe
Journal of Science Teacher Education, v25 n4 p413-444 Jun 2014
This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use of metacognitive strategies facilitated preservice early childhood teachers' use of deep-level cognitive strategies, which in turn promoted conceptual change. Also, preservice early childhood teachers with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. The results provided evidence that the hypothesized model of intentional learning has a high predictive ability in explaining the change in preservice early childhood teachers' conceptual understandings from the pre to post-interviews. Implications for designing a science methods course for preservice early childhood teachers are provided.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A