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Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences
| Content Provider | Scilit |
|---|---|
| Author | Hancock, Elizabeth S. Gallard, Alejandro J. |
| Copyright Year | 2004 |
| Description | Teaching is a complex task shaped by many external and internal influences, including the beliefs held by individual teachers. This study sought an understanding of the impact of field experiences on the beliefs developed by preservice science teachers. The participants were students in an undergraduate science education methods course that involved observation and teaching experiences in K-12 classrooms. The data used in this qualitative study included drawings representing beliefs and in-depth interviews with selected participants. The findings indicate that beliefs focused on two key dualities: learning through experience and transmission and student-centered and teacher-centered instruction. The findings also suggest that field experiences both reinforce and challenge the beliefs held by preservice science teachers. |
| Related Links | http://link.springer.com/content/pdf/10.1023/B:JSTE.0000048331.17407.f5.pdf |
| Ending Page | 291 |
| Page Count | 11 |
| Starting Page | 281 |
| ISSN | 1046560X |
| e-ISSN | 15731847 |
| DOI | 10.1023/b%3Ajste.0000048331.17407.f5 |
| Journal | Journal of Science Teacher Education |
| Issue Number | 4 |
| Volume Number | 15 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2004-11-01 |
| Access Restriction | Open |
| Subject Keyword | Education Research Beliefs Teaching Field Experiences Science Teachers Preservice Teacher Centered |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
