The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics
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| Title: | The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics |
|---|---|
| Language: | English |
| Authors: | Allison Antink-Meyer (ORCID |
| Source: | Journal of Science Teacher Education. 2023 34(8):883-902. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Science Teachers, Teacher Education Programs, Self Efficacy, Student Attitudes, Science Instruction, Learning Motivation, Diaries, Teacher Effectiveness, Pedagogical Content Knowledge, Elementary School Teachers, Scientific Research |
| DOI: | 10.1080/1046560X.2023.2168858 |
| ISSN: | 1046-560X 1573-1847 |
| Abstract: | This study explored whether, and how, preservice elementary teachers' scientific curiosity related to their confidence for science teaching. A group of 29 preservice, elementary teachers in the U.S. engaged in a curiosity journaling strategy across a 16-week scientific inquiry course. Their expressions of curiosity were coded using Luce and Hsi's framework of curiosity. Whether expressions of curiosity related to their confidence for teaching associated science topics was examined statistically. In addition, the categories of their curiosity were coded and are described across eight journal entries. The nature of the relationship between scientific curiosity and science teaching confidence, as well as the nature of the curiosity they expressed, are described. Generally, curiosity about specific scientific phenomena and changes in confidence for teaching those topics did not relate to one another. Relationships did emerge, however, among categories of curiosity and participants' confidence for teaching seven specific science topics. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405413 |
| Database: | ERIC |
| Abstract: | This study explored whether, and how, preservice elementary teachers' scientific curiosity related to their confidence for science teaching. A group of 29 preservice, elementary teachers in the U.S. engaged in a curiosity journaling strategy across a 16-week scientific inquiry course. Their expressions of curiosity were coded using Luce and Hsi's framework of curiosity. Whether expressions of curiosity related to their confidence for teaching associated science topics was examined statistically. In addition, the categories of their curiosity were coded and are described across eight journal entries. The nature of the relationship between scientific curiosity and science teaching confidence, as well as the nature of the curiosity they expressed, are described. Generally, curiosity about specific scientific phenomena and changes in confidence for teaching those topics did not relate to one another. Relationships did emerge, however, among categories of curiosity and participants' confidence for teaching seven specific science topics. |
|---|---|
| ISSN: | 1046-560X 1573-1847 |
| DOI: | 10.1080/1046560X.2023.2168858 |
