Student-teachers' Learning Outcomes during Science Subject Matter Courses.

DSpace Repository

Student-teachers' Learning Outcomes during Science Subject Matter Courses.

Show full item record

Files for download

Find Full text There are no files associated with this item..

Facebook

Simple item record

Publication Article, peer reviewed scientific
Title Student-teachers' Learning Outcomes during Science Subject Matter Courses.
Author(s) Ekborg, Margareta
Date 2005
English abstract
This paper is about a longitudinal study to investigate how student teachers developed understanding of some key ecological concepts during a teacher education programme. Another aim was to interpret the student teachers' intentions in respect of the programme and to examine how these intentions influenced their learning. A group of students were followed trough 2.5 years of a teacher education programme. The whole student group (n = between 47 and 60) answered a questionnaire three times. Their understanding of scientific concepts, relevant to environmental education, was examined. 14 students were interviewed three times about a newspaper article discussing the use of surplus heat from a crematorium. The students were also asked about expectations of the teaching programme and of learning experiences from their science courses and from school practice. It s concluded that many of the student teachers did not develop the conceptual understanding necessary to be able to engage with the socio-scientific issue presented to them. It also concludes that many of the student teachers approach the learning of science content from the perspective of their personal notions of the tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning the curriculum and the intention of teacher educators. The connection between these two conclusions is discussed.
Link http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=U06048T532365X87 (external link to publication)
Host/Issue International Journal of Science Education;14
Volume 27
ISSN 0950-0693
Pages 1671-1694
Language eng (iso)
Subject(s) conceptual understanding
longitudinal srudy
science education
environmental education
Humanities/Social Sciences
student teachers
complex thinking
Handle http://hdl.handle.net/2043/8762 (link to this page)

This item appears in the following Collection(s)

Show full item record

Search


Browse

My Account

Statistics