Learning to teach science for all in the elementary grades: What do preservice teachers bring?

By E. Howes. 2002

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8af95d23556bcdd6bf698a18121a331c67c95bd3

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In Developmental and Educational Psychology

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Citations in the corpus

Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study (2011, background): “As long ago as the 1950s, ‘‘a prototypical picture persist[ed] of preservice elementary teachers as lacking what it takes to teach science’’ ( Howes 2002, p. 846 ).”
Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs (2004, background): “Most elementary school teachers choose to enter the profession because they care about children (Hargreaves, 1994; Howes, 2002; McLaughlin, 1991) and place strong emphasis on affective and interpersonal issues (Weinstein, 1990).”
Preservice Elementary Teachers' Critique of Instructional Materials for Science. (2006, result): “This finding is consistent with—and may provide additional insight about—other research indicating the child-centered perspective of many preservice elementary teachers (e.g., Abell, Bryan, & Anderson, 1998; Davis, in press; Howes, 2002).”
The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs. (2008, background): “(Riggs, 1991; Brandon, 2000; Howes, 2002; Kiviet & Mji, 2003; Mulholland et al., 2004).Studies related to classroom management regarding gender revealed that males scored significantly higher (more interventionist) on each subscales of the ABCC.”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “…of science paints a bleak picture of primary and early childhood teachers’ capacity to teach science (Australian Foundation for Science, 1991; Gess-Newsome & Lederman, 1999; Goodrum, Hackling, & Rennie, 2001; Irez, 2006; Howes, 2002; Levitt, 2002; Morine-Dershimer & Kent, 1999; Traianou, 2006).”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Third, beginning elementary teachers seem initially to want to engage, interest, motivate, and/or manage their students, though they also experience change in this focus (e.g., Abell, Bryan, & Anderson, 1998; Howes, 2002).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, result): “These criteria reflect elementary teachers’ studentcentered stance toward practice (e.g., Howes 2002 ) and lend support to the results of previous research on preservice elementary teachers’ critique and adaptation of science curriculum materials (Author 2006).”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “However, preservice elementary teachers’ generally positive orientations toward active, hands-on, investigation-based science can serve as a productive foundation upon which to support their developing understanding of scientific inquiry (Howes, 2002) and, through teacher education, they can begin t”