Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2024-08-27 DOI:10.1002/sce.21902

Ryan S. Nixon, Adam Bennion

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引用次数: 0

Abstract

Although teachers have opportunities to learn about many things through teaching experience, we know little about how they develop science subject matter knowledge in this setting. With both limited opportunities to learn science subject matter knowledge before becoming teachers and minimal science professional development available while working as a teacher, it is important to understand the extent to which elementary teachers develop science subject matter knowledge in their regular classroom practice and the factors that influence that development. In this longitudinal, mixed methods study we collected both quantitative and qualitative data before and following their final field experience, which was their first opportunity to have significant teaching experience. Findings suggest two important factors for subject matter knowledge development: time for considering science subject matter and a learning setting that values science. In contrast, indicators of learner capacity (i.e., prior knowledge) and time teaching the topics were not associated with teacher subject matter knowledge development.

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反思时间与科学价值：小学教师在教学经验中的科学学科知识发展

虽然教师有机会通过教学经验学习很多东西，但我们对他们如何在这种环境中发展科学学科知识却知之甚少。由于在成为教师之前学习科学学科知识的机会有限，而在担任教师期间，科学专业发展又少之又少，因此了解小学教师在日常课堂实践中发展科学学科知识的程度以及影响这种发展的因素非常重要。在这项纵向混合方法研究中，我们收集了他们在最后一次实地体验之前和之后的定量和定性数据，这是他们第一次有机会获得重要的教学经验。研究结果表明，学科知识发展有两个重要因素：考虑科学学科知识的时间和重视科学的学习环境。相比之下，学习者能力指标（即已有知识）和教授课题的时间与教师的学科知识发展无关。

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来源期刊

Science & Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

14.00%

发文量

期刊介绍： Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]