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Dimensions and Orientations of Pre-Service Early Childhood Teachers' Conceptions of Teaching Science
Peer reviewed
Direct linkMuimongkol, Supreeya Chamnanuea; Subramaniam, Karthigeyan; Wickstrom, Carol D. – Early Childhood Education Journal, 2022
The purpose of the study was to investigate prospective early childhood teachers' conceptions of teaching science, and thus identify their strategies for enabling their future pre-K to 3rd grade students' construction of science content. For the purpose of this study, we subscribed to the view of conceptions of teaching as having dimensions and…
Descriptors: Preservice Teacher Education, Preservice Teachers, Student Attitudes, Early Childhood Teachers
Cultivating Primary Students' Scientific Thinking through Sustained Teacher Professional Development
Miller, Roxanne Greitz; Curwen, Margaret Sauceda; White-Smith, Kimberly A.; Calfee, Robert C. – Early Childhood Education Journal, 2015
While the United States' National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children's engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and…
Descriptors: Elementary School Students, Faculty Development, Science Instruction, Elementary School Teachers
Gilbert, Andrew – Early Childhood Education Journal, 2009
This study utilized pre-service teachers' philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe…
Descriptors: Science Instruction, Preservice Teachers, Primary Education, Educational Philosophy
