View in EDS

The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science

Saved in:
Bibliographic Details
Title: The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science
Language: English
Authors: Lotter, Christine, Singer, Jonathan, Godley, Jenice
Source: Journal of Science Teacher Education. Dec 2009 20(6):553-582.
Availability: 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
Peer Reviewed: Y
Physical Description: PDF
Page Count: 30
Publication Date: 2009
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teaching, Preservice Teachers, Middle Schools, High Schools, Reflection, Science Teachers, Science Education, Science Instruction, Instructional Effectiveness, Educational Strategies, Program Effectiveness, Teacher Attitudes, Methods Courses, Scientific Principles, Cooperating Teachers, Teaching Methods, Secondary School Science, Inquiry
DOI: 10.1007/s10972-009-9144-9
ISSN: 1046-560X
Abstract: This study describes the influence of a secondary science methods program on secondary science preservice teachers' views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ862506
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ862506
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lotter%2C+Christine%22">Lotter, Christine</searchLink><br /><searchLink fieldCode="AR" term="%22Singer%2C+Jonathan%22">Singer, Jonathan</searchLink><br /><searchLink fieldCode="AR" term="%22Godley%2C+Jenice%22">Godley, Jenice</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Teacher+Education%22"><i>Journal of Science Teacher Education</i></searchLink>. Dec 2009 20(6):553-582.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2009
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10972-009-9144-9
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1046-560X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study describes the influence of a secondary science methods program on secondary science preservice teachers' views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2009
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ862506
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ862506
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10972-009-9144-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 553
    Subjects:
      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Scientific Principles
        Type: general
      – SubjectFull: Cooperating Teachers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Inquiry
        Type: general
    Titles:
      – TitleFull: The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lotter, Christine
      – PersonEntity:
          Name:
            NameFull: Singer, Jonathan
      – PersonEntity:
          Name:
            NameFull: Godley, Jenice
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2009
          Identifiers:
            – Type: issn-print
              Value: 1046-560X
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Science Teacher Education
              Type: main
ResultId 1