{"title":"What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning","authors":"Ron E. Gray, Scott P. McDonald, David Stroupe","doi":"10.1080/03057267.2021.1897932","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns between knowledge and theoretical perspective use, perspective use over time, and differences between studies of elementary and secondary level PSTs. We conclude with a proposed model of theoretical and knowledge perspectives as seen in the reviewed studies as well as further questions for the field.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"49 - 80"},"PeriodicalIF":4.7000,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1897932","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2021.1897932","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 9
Abstract
ABSTRACT This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns between knowledge and theoretical perspective use, perspective use over time, and differences between studies of elementary and secondary level PSTs. We conclude with a proposed model of theoretical and knowledge perspectives as seen in the reviewed studies as well as further questions for the field.
期刊介绍:
The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to:
maintaining and developing the highest standards of scholarship associated with the journal;
publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin;
publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity.
Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers.
Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.