Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3095
Title: Elementary Teachers’ Ideas about Effective Science Teaching: A Longitudinal Study
Authors: Davis, Elizabeth
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Davis, E. (2008). Elementary Teachers’ Ideas about Effective Science Teaching: A Longitudinal Study. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 199-206). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Beginning elementary teachers face numerous challenges in engaging in effective science teaching, and the expectations for elementary science teaching are becoming even more demanding. Since teachers' beliefs mediate their practice, characterizing their beliefs about effective science teaching can yield insights about ways to support beginning elementary teachers as they learn to teach science. This longitudinal study follows six elementary teachers in their early years of teaching. Five conceptions of effective science teaching are identified. In addition, though the teachers' beliefs are largely consistent over time--indicating that these are, indeed, central beliefs within their beliefs systems--a move away from reform-oriented practices is identified for most of the teachers in their third year of teaching. Implications for teacher preparation and induction point to the importance of supporting teachers in understanding the rationales behind reforms such as inquiry-oriented science teaching and engaging students in scientific practices.
URI: https://doi.dx.org/10.22318/icls2008.1.199
https://repository.isls.org//handle/1/3095
Appears in Collections:ICLS 2008

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