Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudes

Abstract

Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed.Science educators have targeted preservice elementary teachers' lack of science knowledge as a major limiting factor both in the implementation of strong science teacher education programs and in the effective teaching of science in elementary

I didn't know oxygen could boil! What preservice and inservice elementary teachers' answers to ‘simple’ science questions reveals about their subject matter knowledge

“…Jarrett (1999) found that subject matter knowledge, as measured by the number of science courses taken in college, was second only to elementary school science experience in predicting elementary teachers' confidence. Vitale and Romance (1992) confirmed that mastery of core science concepts improved attitudes toward science teaching.…”

“…However, when elementary teachers do not know and understand science content knowledge, the quality of instruction and potential for student learning are compromised. Teachers may, for example, be unable to identify children's naïve conceptions (Vitale & Romance, 1992), to recognize dead-end or invalid questions (Kennedy, 1998), to clear up children's confusion (Smith & Neale, 1989), to diagnose students' new interpretations (Anderson & Smith, 1987), or to direct students' inquiry (Greenwood & Scribner-MacLean, 1997). On the other hand, the greater the science content knowledge, the better teachers are at identifying key points, developing instructional representations, and analysing student thinking (Hollon et al, 1991).…”

Engaging Elementary Teachers’ Pedagogical Content Knowledge: Adopting Problem-Based Learning in the Context of Science Teaching and Learning

“…Thus, teachers have opportunities to enhance their content knowledge, which also informs and influences the development of their PCK. Several studies have shown that mastering core science knowledge improves elementary teachers' attitudes toward and confidence in teaching science (Harlen, 1997;Schoon & Boone, 1998;Vitale & Ginnis, 1992).…”

Influence of interactive videodisc instruction using simultaneous‐time analysis on kinematics graphing skills of high school physics students

“…The efficacy of interactive videodisc instruction in science education has been described for physics (Davis, 198% biology (Lehman, 1983, andchemistry (Brooks, Lyons, &Tipton, 1985). Experimental studies have been reported for physics (Stevens, 1984), biology (Leonard, 1989(Leonard, , 1992, earth science (Vitale & Romance, 1992), and chemistry (Stevens, Zech, & Katkanant, 1988;Savenye & Strand, 1989). While these studies typically showed high student interest in videodisc instruction, they did not show the efficacy of interactive videodisc instruction in graphical skills.…”