Does participating in an undergraduate elementary science methods course make a difference?

Butts, David P.; Koballa, Thomas R.; Elliott, Thomas D.

doi:10.1007/bf03173773

Cited by 27 publications

(10 citation statements)

References 15 publications

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“…However, we concur with Butts, Koballa & Elliot (1997) that taking more courses does not necessarily predict how well preservice teachers teach science to children. However, we concur with Butts, Koballa & Elliot (1997) that taking more courses does not necessarily predict how well preservice teachers teach science to children.…”

Section: Theoretical Frameworksupporting

confidence: 85%

Variable Relationships among Different Science Learners in Elementary Science-Methods Courses

Bleicher

2008

Int J of Sci and Math Educ

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Section: Theoretical Frameworksupporting

confidence: 85%

Variable Relationships among Different Science Learners in Elementary Science-Methods Courses

Bleicher

2008

Int J of Sci and Math Educ

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“…Studies throughout K-16 have shown that inquiry-based science activities had positive effects on students' cognitive development, self-confidence, science achievement, science process skills, and conceptual understanding of science knowledge as a whole compared with students taught using a traditional approach (Bohning & Hale, 1998;Butts, Koballa, & Elliot, 1997;Ertepinar & Geban, 1996;Geban, Askar, & Ozkan, 1992;Gibson & Chase, 2002;Jarrett, 1999;Moore & Watson, 1999;Saunders & Shepardson, 1987). Similar findings were found among preservice science teachers.…”

Section: Attitudes Toward Inquiry-based Approach In Science Educationmentioning

confidence: 66%

Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics

Zacharia

2003

J Res Sci Teach

178

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The purpose of this study was to investigate (a) what effect the use of interactive computer‐based simulations (ICBSs), the use of laboratory inquiry‐based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003

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“…The study of emotion to explore the emotional labor teachers experience is particularly important in science teacher education given that some recent work (Anderson, Smith, & Peasley, 2000;Butts, Koballa, & Elliott, 1997;Koballa & French, 1995;Nichols & Tippins, 2000;Richmond et al, 1998;Tippins, Nichols, & Dana, 1999;Zembylas & Barker, 2002) emphasizes that a focus on the personal concerns of prospective teachers makes a difference in the confidence with which they approach teaching science. An investigation of teacher emotion in pre-service and in-service science education will clarify how teachers' curricular actions and decisions are associated with abstract conceptualizations of their roles in the classroom.…”

Section: Emotion Metaphorsmentioning

confidence: 98%

Emotion metaphors and emotional labor in science teaching

Zembylas

2004

Science Education

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An understanding of the importance of metaphors and beliefs in the development of teachers' practical knowledge has already been explored in science education research. However, the significance of emotion metaphors and the consequences of emotional labor as part of being a science teacher have been little addressed. This study describes the findings from a 3-year ethnographic case study of an elementary-school teacher who participated in a research project investigating the role of teacher emotion in science teaching and student learning. This research demonstrates how the performance of emotional labor is an important aspect of reality in science teaching. The teacher in this study is willing to do the emotional labor that involves some suffering because the emotional rewards are gratifying. A perspective on emotion in science education may focus, at least in part, on the functions of emotion in creating inspiring emotional cultures in science teaching and learning. Recognizing that teachers and students are agents in constructing such cultures, educators, teachers, and administrators are more likely to grasp the complexities and possibilities of emotional labor in the context of science education.

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Does participating in an undergraduate elementary science methods course make a difference?

Cited by 27 publications

References 15 publications

Variable Relationships among Different Science Learners in Elementary Science-Methods Courses

Variable Relationships among Different Science Learners in Elementary Science-Methods Courses

Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics

Emotion metaphors and emotional labor in science teaching

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