How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice

By K. Appleton. 2003

355 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Information Systems, Safety Research

View Paper: https://www.semanticscholar.org/paper/4050cc8a83e3747f71a266c31c33d5c4acf47638

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Citations in the corpus

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, result): “…consistent with the findings of other studies that reported that elementary school teachers have limited conceptual understanding of science content (Appleton, 2003, 2006; Harlen, 1997), yet they were naı̈ve in their perception that they had enough science knowledge to teach at early grade levels.”
The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs. (2008, background): “In addition, they lack the confidence to teach science and their self-efficacy regarding to science teaching is very low (Schoeneberger & Russell, 1986; Enochs & Riggs, 1990, Riggs, 1991, Mulholland & Wallace, 2000, Appleton, 2003; Mulholland, Dorman, & Odgers, 2004).”
Whiteness as Property in Science Teacher Education (2018, background): “Their teachers demoted science learning to completing worksheets (Appleton, 2003), making science uninteresting and unnecessarily challenging.”
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers (2008, background): “Further, as indicated earlier and revealed in recent studies (e.g., Goodrum et al. 2001), many teachers had habituated into science-avoidance practices, such as not teaching science or dealing with science topics during language or social studies ( Appleton 2003 ).”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “In the U.S., science instruction usually does not begin in earnest until after elementary school (Appleton, 2003; Century, Rutnick, & Freeman, 2008; USDOE, 1999).”
Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education (2008, background): “Various scholars have further developed conceptualisations of PCK (e.g., Appleton, 2003; Gess-Newsome & Lederman, 1999; Gudmundsdottir, 1990; Loughran, Mulhall, & Berry, 2004, 2006; van Driel, Verloop, & de Vos, 1998; Zeidler, 2002) as an academic construct representing specialist knowledge of…”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “In ground‐breaking research by Appleton ( 2003b ), he suggests that as researchers we need to reconsider these causal assumptions.”