Rethinking the elementary science methods course: a case for content, pedagogy, and informal science education
By Janey Kelly. 2000
186 citations recorded by the source corpus.
Subfields: Computer Networks and Communications, Education, General Agricultural and Biological Sciences
View Paper: https://www.semanticscholar.org/paper/378d7aecc3042db95d36c8604afa8405b6fae1ed
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Networks and Communications
- Frank Pajares
- Vasilia Christidou
- Dawn L. Garbett
- S. Carrier
- David H. Palmer
- Shari L. Britner
- D. Hanuscin
In Education
- Frank Pajares
- E. Usher
- Shari L. Britner
- David H. Palmer
- Vasilia Christidou
- Dawn L. Garbett
- S. Carrier
- D. Hanuscin
In General Agricultural and Biological Sciences
- Frank Pajares
- Vasilia Christidou
- Dawn L. Garbett
- S. Carrier
- David H. Palmer
- Shari L. Britner
- D. Hanuscin
Citations in the corpus
- Durability of Changes in Self‐efficacy of Preservice Primary Teachers (2006, methodology): “, 2003), activities relevant to the primary classroom (Watters & Ginns, 2000), relating concepts to the real world (Kelly, 2000), practice teaching as a component of the methods course (Cannon & Scharmann, 1996; Cantrell et al.”
- Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “Nonetheless, some science educators have investigated the incorporation of alternative field experiences and informal science opportunities into teacher education programs, which may provide a fruitful venue for addressing this issue (Jung and Tonso 2006; Kelly 2000).”
- Self-Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science (2001, background): “When laboratory activities are used, they are often “cookbook” labs, in which all students read and follow prescribed procedures to achieve the same “correct” results (Kelly, 2000).”
- Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2011, background): “practices that teachers acquire in formal science education settings (Anderson, Druger, James, Katz, & Ernisse, 2001; Bybee, 2001; Dierking, Falk, Rennie, Anderson, & Ellenbogen, 2003; Jung & Tonso, 2006; Kelly, 2000; Rennie, 2007).”
- Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence (2003, background): “Many authors (recent examples include Kelly, 2000; Wolf-Watz, 2000; Elliot, 2000; Watters, Diezmann, Grieshaber, & Davis, 2001) have commented that the school science experience of most prospective primary and early childhood teachers has been a passive, teacher-driven collection of facts.”
- The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy (2009, background): “…courses can have on preservice teachers’ self-efficacy when the courses include factors such as use of the inquiry approach (Jarrett, 1999; Posnanski, 2002), practice teaching (Cannon & Scharmann, 1996; Kelly, 2000), and a classroom environment that includes fun and success (Watters & Ginns, 2000).”
- Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations (2006, background): “…attitudes and increase of interest toward science have been found to be enhanced through inquiry-based (Fraser, 1980; Freedman, 1997; Gibson & Chase, 2002; Kelly, 2000) and issue-oriented instruction (Choi & Cho, 2002; Gough, 2002; Hofstein, Aikenhead, & Riquarts, 1988; Siegel & Ranney, 2003).”