“I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI:10.1080/1046560X.2022.2151164

Julianne A. Wenner, Michele B. Carney

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引用次数: 0

Abstract

ABSTRACT Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must care about teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in caring about effective elementary science instruction (EESI). Different from other teacher dispositions, this study defines caring about elementary EESI as having the ability to articulate the value it provides to students and society and internalize the importance such that one is driven to teach science at a high level, even if they must overcome obstacles. Data were collected via two care-focused assignments, a pre/post-survey, and an interview. Findings indicate that a) for many, this course was the first time they realized the value of EESI; b) the care-focused assignments in the course allowed TCs to flesh out arguments as to why elementary science is important; and c) TCs were more assertive and specific about actions they will take in the future to support and/or advocate for EESI. Explicitly attending to the notion of caring about EESI in a science methods course is necessary if instructors are to support TCs in teaching EESI.

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“我会战斗。我会倡导。我会告诉别人”：方法课程中刻意关注对有效基础科学教学的影响

摘要鉴于与数学和语言艺术教育相关的无数任务和政策，美国公立小学教师必须关心科学教学，才能真正实现科学教学。因此，本研究试图探索科学方法课程中的作业对支持教师候选人（TC）关心有效的基础科学教学（EESI）的影响。与其他教师的倾向不同，本研究将关心初级EESI定义为有能力阐明它为学生和社会提供的价值，并内化其重要性，从而推动人们在高水平上教授科学，即使他们必须克服障碍。数据是通过两项以护理为重点的任务、一项前/后调查和一次访谈收集的。研究结果表明，a）对许多人来说，这门课程是他们第一次意识到EESI的价值；b）课程中以关怀为中心的作业使TC能够充实关于为什么基础科学很重要的论点；以及c）TC对他们未来将采取的支持和/或倡导EESI的行动更加自信和具体。如果教师要支持TC教授EESI，那么在科学方法课程中明确关注关心EESI的概念是必要的。

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来源期刊

Journal of Science Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.90

自引率

10.50%

发文量

期刊介绍： Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.