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Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education

Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education. A collaborative study between colleagues at the University of Limerick, Boğaziçi University, & University of Delaware. Interdisciplinary Context.

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Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education

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  1. Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education A collaborative study between colleagues at the University of Limerick, BoğaziçiUniversity, & University of Delaware School of Education

  2. Interdisciplinary Context • Science: Disciplinary and multidisciplinary connections across disciplinary boundaries. • Science education: Cognitive science, Human development (theories of learning, conceptual change) • Nature of science in science education: Philosophy of science, Science, Science education School of Education

  3. International Collaborative Context: Level I School of Education

  4. International Collaborative Context Level II Collaborative study focused on scientific practices, one of 5 key ideas in the book. Purpose: Improve pre-service elementary school teachers understanding about scientific practices in a science education course. Research Team Colleagues: • Sibel Erduran, University of Limerick, Ireland • Ebru Mugaloglu, Deniz Saribas, Ebru Kaya, & Gaye Ceyhan, Boğaziçi University, Turkey School of Education

  5. School of Education

  6. Study Focus: Scientific Practices Benzene ring School of Education

  7. Study Details Participants: 21 Pre-service elementary teachers (3rd year in teacher education program) Materials: • Research instruments • Teaching module Duration of module: 3 class sessions Data sources: • Group discussions, • Pre-post surveys • Pre-post posters • Interviews School of Education

  8. Findings • Intervention influenced pre-service teachers’ perceptions of scientific practices in a holistic sense. • In few cases, confusion was detected about scientific methods. • A shift in teacher candidates’ understanding was noted though it was not necessarily along the desired cyclic and dynamic account of scientific practices. School of Education

  9. Lesson Learned • Revision of instructional module. • Design learning environments that engage learners in holistic accounts of NOS more extensively. • Implement and evaluate further interventions. School of Education

  10. Future Steps • Participate in a National Workshop in Istanbul, Turkey on December 22, 2014. • Use findings to revise curriculum intended to improve pre-service teachers understanding of scientific practices. • Sharing findings at national and international conferences. School of Education

  11. Acknowledgements • TUBITAK Project number 291762/2236 “Revisiting Scientific Inquiry in the Classroom: Towards and Interdisciplinary Framework for Science Teaching and Learning” • Marie-Curie/TUBITAK Brain Circulation Scheme Fellowship to Sibel Erduran, based at Bogazici University • UD Center for Science, Ethics, and Public Policy, during the work on the book School of Education

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