Have a personal or library account? Click to login
Primary Science Teaching – Is it Integral and Deep Experience For Students? Cover

Primary Science Teaching – Is it Integral and Deep Experience For Students?

Open Access
|Jun 2016

References

  1. Abell, S. K. (2008). Twenty years later: does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405–1416.10.1080/09500690802187041
  2. Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2015). Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence. Journal of Teacher Education for Sustainability, 17(1), 72–85.10.1515/jtes-2015-0006
  3. Anderson, D., & Clark, M. (2012). Development of syntactic subject matter knowledge and pedagogical content knowledge for science by a generalist elementary teacher. Teachers and Teaching, 18(3), 315–330.10.1080/13540602.2012.629838
  4. Appelton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers’ practices. International Journal of Science Education, 21(2), 155–168.10.1080/095006999290769
  5. Avraamidou, L., & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47(6), 661–686.10.1002/tea.20359
  6. Basit, T.N. (2003). Manual or electronic? The role of coding in qualitative data analysis. Educational Research, 45(2), 143–154.10.1080/0013188032000133548
  7. Bentham, H. (2013). Clearing the path that has been laid: A conceptualisation of education for sustainable development. Journal of Teacher Education for Sustainability, 15(2), 25–41.10.2478/jtes-2013-0009
  8. Boyd, D.J., Grossman, P.L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440.10.3102/0162373709353129
  9. Biggers, M., & Forbes, C. T. (2012). Balancing teacher and student roles in elementary classrooms: pre-service elementary teachers’ learning about the inquiry continuum. International Journal of Science Education, 34(14), 2205–2229.10.1080/09500693.2012.694146
  10. Brown, T. (2006). Negotiating psychological disturbances in pre-service teacher education. Teaching and Teacher Education, 22, 675–689.10.1016/j.tate.2006.03.006
  11. Bryan, L. A. (2003). Nestedness of beliefs: examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching and Learning, 40(9), 835–868.10.1002/tea.10113
  12. Bryan, L. A. (2012). Research on science teacher beliefs. In B.J. Fraser, K.G. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 477–495). Springer Netherlands.10.1007/978-1-4020-9041-7_33
  13. Carter, L. (2012). Globalization and science education: global information culture, post-colonialism and sustainability. In B.J. Fraser, K.G. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 899–912). Springer Netherlands.10.1007/978-1-4020-9041-7_60
  14. Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.10.1007/s10648-009-9106-y
  15. Chi, M. T. H. (1997). Quantifying qualitative analysis of verbal data: a practical guide. The Journal of Learning Sciences, 6(3), 271–315.10.1207/s15327809jls0603_1
  16. Cochran-Smith, M., McQuillan, P., Mitchell, K., Terrell, D. G., Barnatt, J., D’Souza, L., et al. (2012). A longitudinal study of teaching practice and early career decisions. A cautionary tale. American Educational Research Journal, 49(5), 844–880.10.3102/0002831211431006
  17. Cousin, G., & Deepwell, F. (2005). Designs for network learning: a communities of practice perspective. Studies in Higher Education, 30(1), 57–66.10.1080/0307507052000307795
  18. Creswell, J. W. (2008). Educational research. Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). New Jersey: Pearson Education.
  19. Davis, E.A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93(4), 745–770.10.1002/sce.20311
  20. Denzin, N. K., & Lincoln, Y. S. (2000). Strategies of inquiry. Handbook of qualitative research, 2, 367–378. Thousand Oaks, CA: Sage.
  21. Duit, R., & Treagust, D.F. (2012). How can conceptual change contribute to theory and practice in science education? In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 107–118). Springer Netherlands.10.1007/978-1-4020-9041-7_9
  22. Fisher, H. E., Borowski, A. & Tepner, O. (2012). Professional knowledge of science teachers. In B. J. Fraser, K. Tobin and C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 435–448). Springer Netherlands.10.1007/978-1-4020-9041-7_30
  23. Flores, M.A., & Day, C. (2006). Contexts witch shape and reshape new teachers’ identities: a multi–perspective study. Teaching and Teacher Education, 22, 219–232.10.1016/j.tate.2005.09.002
  24. Forbes, C. T., & Davis, E. A. (2008). Curriculum design for inquiry: pre-service elementary teachers’ mobilization and adaptation of science curriculum materials. Journal of research in science teaching, 47(7), 820–839.10.1002/tea.20379
  25. Fortus, D. & Krajcik, J. (2012). Curriculum coherence and learning progressions. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 783–798). Springer Netherlands.10.1007/978-1-4020-9041-7_52
  26. Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 697–705). New York: Routledge.
  27. Friedrichsen, P., van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358–376.10.1002/sce.20428
  28. Gerretson, H., Iliško, Dz. & Fortino, C. (2010). Sustaining self-regulated learning through inquiry-driven mathematics and science instruction. Discourse and Communication for Sustainable Education, 1(1), 3–17.
  29. Gray, T. H., Bastian, K.C. & Fortner, K.C. (2011). Early-career teacher effectiveness and attrition. Educational Researcher, 40(6), 271–280.10.3102/0013189X11419042
  30. Heckhausen, H. (1991). Motivation and action. New York: Springer.10.1007/978-3-642-75961-1
  31. Heller, J.I., Kristen, R.D., Wong, N., Shinohara, M., & Miratrix, L.W., (2012). Differential effects on three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333–362.10.1002/tea.21004
  32. Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 64(4), 395–407.10.1177/0022487111409415
  33. Kang, N.-H. (2007). Elementary teachers’ teaching for conceptual understanding: Learning from action research. Journal of Science Teacher Education, 18(4), 469–495.10.1007/s10972-007-9050-y
  34. Korthagen, F. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.10.1016/j.tate.2003.10.002
  35. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.10.1080/1354060042000337093
  36. Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachersëcontent knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90–106.10.1177/0022487112460398
  37. Lloyd, J. K., Smith, R. G., Fay, C. L., Khang, G. N., Wah, L. L. K., & Sai, C. L. (1998). Subject knowledge for science teaching at primary level: a comparison of preservice teachers in England and Singapore. International Journal of Science Education, 20(5), 521–532.10.1080/0950069980200502
  38. Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 10 (13), 1301–1320.10.1080/09500690802187009
  39. Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers’ pedagogical content knowledge through PaP-eRs. Research in Science Education, 31, 289–307.10.1023/A:1013124409567
  40. Lederman, N. G., Lederman, J. S., & Bell, R. L. (2004). Constructing Science in Elementary Classrooms. New York: Pearson Education.
  41. Malderez, A., Hobson, A. Tracey, L., & Kerr, K. (2007). Becoming a student teacher: core features of the experience. European Journal of Teacher Education, 30 (3), 225–248.10.1080/02619760701486068
  42. Meijer, P., Korthagen, F., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional in teaching. Teaching and Teacher Education, 25, 297–308.10.1016/j.tate.2008.09.013
  43. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  44. Moore, F. M. (2008). Professional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684–710.10.1002/tea.20258
  45. Munck, M. (2007). Science pedagogy, teacher attitudes, and student success. Journal of Elementary Science Education, 19 (2), 13–24.10.1007/BF03173660
  46. Newton, L. D., & Newton, D. P. (2001). Coordinating science across the primary school. The subject leader’s handbook. London: Routledge Falmer.
  47. Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699–721.10.1007/s10972-011-9239-y
  48. Nilsson, P., & van Driel, J. (2010). Teaching together and learning together—Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom. Teaching and Teacher Education, 26(6), 1309–1318.10.1016/j.tate.2010.03.009
  49. Otero, V. K., & Nathan, M. J. (2008). Preservice elementary teachers’ views of their students’ prior knowledge of science. Journal of Research in Science Teaching, 45(4), 497–523.10.1002/tea.20229
  50. Patton, M. Q. 2002. Qualitative research & evaluation methods. Beverly Hills, CA: Sage.
  51. Pekrun, R., Frenzel, A. C., Goetz, W., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun, (Eds.). Emotions in education. (pp. 13–36). San Diego: Elsevier.
  52. Pipere, A., Reunamo, J., & Jones, M. (2010). Perceptions of research in education for sustainable development: An international perspective. Discourse and Communication for Sustainable Education, 1(2), 5–24.10.2478/dcse-2013-0011
  53. Pipere, A., Veisson, M., & Salīte, I. (2015). Developing research in teacher education for sustainability: UN DESC via the Journal of Teacher Education for Sustainability, Journal of Teacher Education For Sustainability, 17(2), 5–44.10.1515/jtes-2015-0009
  54. Poulou, M. (2007). Student–teachers’ concerns about teaching practice. European Journal of Teacher Education, 30(1), 91–110.10.1080/02619760600944993
  55. Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Nemser-Freiman, (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts. Third Edition. (pp. 732–755). New York: Routledge.
  56. Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions. A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81(4), 530–565.10.3102/0034654311423382
  57. Schram, A.B. (2014). A mixed method content analysis of the research literature in science education. International Journal of Science Education, 36 (15), 2619–2638.10.1080/09500693.2014.908328
  58. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.10.3102/0013189X015002004
  59. Sikka, H., & Timoštšuk, I. (2008). The role of reflection in understanding teaching practice. Problems of Education in the 21st Century, 7, 147–152.
  60. Zembal-Saul, C. (2008). Learning to teach elementary school science as argument. Science Education, 93(4), 687–719.10.1002/sce.20325
  61. Zembylas, M. (2007). Emotional ecology: the intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23, 355–367.10.1016/j.tate.2006.12.002
  62. Timoštšuk, I., & Sikka, H. (2008). Identity statements of student teachers in the initial stage of teacher training as indicators of environmental, cognitive and relationship mechanisms. In J. Mikk, M. Veisson, P. Luik (Eds.), Reforms and Innovations in Estonian Education (pp. 95–107). Peter Lang Publishers House.
  63. Timoštšuk, I. 2009. Coping of trainee-teachers in influencing pupils’ study environment. In J. Hytönen (Ed.), Educational environment in early childhood in Estonia and Finland. IV. Collection of Articles (pp. 75–85). Helsinki: University of Helsinki.
  64. Timoštšuk, I., & Ugaste. A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563–1570.10.1016/j.tate.2010.06.008
  65. Timoštšuk, I., & Ugaste. A. (2012). The role of emotions in student teachers’ professional identity.” European Journal of Teacher Education, 35(4), 421–433.10.1080/02619768.2012.662637
  66. Trent, J., & Gao, X. (2009). “At least I’m the type of teacher I want to be”: second-career English language teachers’ identity formation in Hong Kong secondary schools. Asia-Pacific Journal of Teacher Education, 37, 253–270.10.1080/13598660903052449
  67. Yoon, H.-G., Joung, Y.J., & Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: difficulties on and under the scene. Research in Science Education, 42, 589–608.10.1007/s11165-011-9212-y
  68. Van Driel, J.H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28.10.3102/0013189X11431010
  69. Van Huizen, P., Van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 269–290.10.1080/0022027042000328468
  70. Wallace, J., & Loughran, J. (2012). Science teacher learning. In B. J. Fraser, K. Tobin and C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 295–306). Springer Netherlands.10.1007/978-1-4020-9041-7_21
  71. Wenger, E. 1998. Communities of practice. Leaning, meaning, and identity. New York: Cambridge University Press.10.1017/CBO9780511803932
  72. Science Education in Europe: National Policies, Practices and Research (2011). Eurydice. European Commission. Retrieved on April 18, 2016, from http://eacea.ec.europa.eu/education/eurydice
  73. Teaching and Learning International Survey (2009). Organization for economic cooperation and Development. Retrieved on April 18, 2016, from http://www.oecd.org/edu/talis/firstresults.
Language: English
Page range: 82 - 99
Published on: Jun 8, 2016
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2016 Inge Timoštšuk, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.