IN-DEPTH TEACHING AS ORIENTED-RESEARCH ABOUT SEASONS AND THE SUN/EARTH MODEL: EFFECTS ON CONTENT KNOWLEDGE ATTAINED BY PRE-SERVICE PRIMARY TEACHERS
Journal Title: Journal of Baltic Science Education - Year 2018, Vol 17, Issue 1
Abstract
Pre-service primary teachers mostly have negative attitudes towards science teaching and learning, and their science background is usually low. This usually results in them feeling unable or unconfident to teach science at school. A previous step to improve their willingness to teach science to children is that they feel they can learn in-depth any science core idea. To do that, a course conducted as oriented-research about a core science problem was developed and used to evaluate the influence of their previous science background and initial attitudes towards science teaching and learning on content knowledge attainment. The chosen science idea was about diurnal astronomy (Sun movements and the Sun/Earth model). Content knowledge attainment was assessed using learning indicators, which represent what pre-service teachers should “know” and “know how” on this science core idea. Overall, pre-service teachers achieved high learning levels on this topic, and no significant differences in content knowledge attained by students according to both initial attitudes and science background were found. This suggests that this teaching methodology could be useful for pre-service teachers to achieve a thorough knowledge on science core ideas, which is considered to be an important step to improve their willingness to teach science at the primary school.
Authors and Affiliations
Joaquín Martínez-Torregrosa, Ruben Limiñana, Asunción Menargues, Rafael Colomer
Keywords
Related Articles
- EP ID EP437403
- DOI -
- Views 59
- Downloads 0
CONCEPT FORMATION: PHYSICS TEACHER AND HIS KNOW-HOW AND KNOW-WHY
Physics education is an easy job, making people happy. It is an easy job for all, including teachers and learners. Do you agree? I do, but probably it is good to try to discuss these words somehow in details. Quite often...
BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL
This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies o...
IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS
The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included...
UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY
The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on fact...
PHYSICS ANXIETY OF PRE-SERVICE TEACHERS AND THEIR SELF-EFFICACY BELIEFS: DIFFERENCES ACCORDING TO GENDER AND PHYSICS ACHIEVEMENT
The aim of this research is to determine the predictive level of physics self-efficacy with regard to physics anxiety and the correlations between the physics anxiety and self-efficacy of pre-service teachers, also to ex...