Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education

By James J. Watters, I. Ginns. 2000

252 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/637d84a5d96396a042e5d3f8bd8f7d977b79de94

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Durability of Changes in Self‐efficacy of Preservice Primary Teachers (2006, methodology): “…the real world (Kelly, 2000), practice teaching as a component of the methods course (Cannon & Scharmann, 1996; Cantrell et al., 2003; Kelly, 2000), tutors modelling teaching techniques (Rice & Roychoudhury, 2003), and a classroom environment that emphasizes fun and success (Watters & Ginns, 2000).”
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “For example, both Schoon and Boone (1998) and Watters and Ginns (2000) showed that increasing the amount of science content resulted in very little effect on pre-service teachers’ self-efficacy.”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Additionally, teachers with high self-efficacy are more likely to incorporate inquiry-based practices into their teaching and creating learner-centered environments in their classrooms (Watters & Ginns, 2000).”
Pre-Service Elementary Teachers' Perceptions of Factors in an Holistic Methods Course Influencing their Confidence in Teaching Science (2007, background): “Research has found that improved self-efficacy was related to the use of various instructional strategies, such as modeling student-centred, inquiry based teaching (Huinker & Madison, 1997), using co-operative learning strategies (Scharmann & Orth Hampton, 1995), addressing meaningful learning ( Wat”
Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade classrooms (2009, background): “Watters and Ginns (2000) found that engaging in the PBL approach gave their preservice teachers greater confidence in their ability to teach science and in their ability to facilitate student-centered instructional strategies.”
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).”
Factors Affecting Science Teaching Efficacy of Preservice Elementary Teachers (2003, methodology): “…Science Teaching Efficacy (PSTE) to be positively related to early field experiences for preservice teachers, (Cannon & Scharmann, 1995) teaching performance (Riggs et al., 1994), and preservice teachers’ success in and enjoyment of student-centered instructional strategies (Watters & Ginns, 2000).”
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, methodology): “Self-efficacy is very similar to self-confidence, and in many studies the two terms have been used interchangeably (Appleton & Kindt, 2002; Cannon & Scharmann, 1996; Rice & Roychoudhury, 2003; Settlage, 2000; Watters & Ginns, 2000 ).”
Preservice Elementary Teachers’ Beliefs About Science Teaching (2008, background): “There are many studies indicated that increasing the amount of science content resulted in having interestingly little effect on students’ confidence to teach science (Moore and Watson 1999; Schoon and Boone 1998; Watters and Ginns 2000).”
Success in Science Learning and Preservice Science Teaching Self-Efficacy (2005, background): “…Ashton, 1984; Cannon & Scharmann, 1995; Cantrell et al., 2003; Enochs & Riggs, 1990; Jarrett, 1999; Scharmann & Hampton, 1995; Tosun, 2000; Watters & Ginns, 2000; Wingfield et al., 2000) that science teaching self-efficacy should be explicitly addressed in teacher education programs.”
Development and Validation of Chemistry Self-Efficacy Scale for College Students (2009, methodology): “This instrument was used in several research studies indicating that personal science teaching efficacy was related to preservice teachers’ field experiences (Cannon and Scharman 1995), enjoyment of student-centered teaching strategies (Watters and Ginns 2000), and use of inquiry-based teaching meth”