ERIC Number: EJ829764
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 0
Variable Relationships among Different Science Learners in Elementary Science-Methods Courses
Bleicher, Robert E.
International Journal of Science and Mathematics Education, v7 n2 p293-313 Apr 2009
The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle, and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing background characteristics in the variables of science interest, performance in science courses methods courses. Analysis revealed that the four categories increased differentially in their science content knowledge, understanding of the Learning Cycle, science teaching self-efficacy, and confidence to learn science. Fearful science learners demonstrated less increases in science content knowledge and understanding of the Learning Cycle than the other three categories. Disinterested science learners demonstrated fewer gains in science content knowledge than Enthusiastic science learners. Fearful science learners were less confident to learn science than other categories.
Descriptors: Preservice Teachers, Elementary School Science, Methods Courses, Teacher Education Curriculum, Self Efficacy, Science Interests, Learning Processes, Science Teachers, Teacher Education, Elementary Education, Scientific Methodology, Science Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A