Science Activities That Work: Perceptions of Primary School Teachers

By K. Appleton. 2002

161 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/94099cc4fecf8924eef0bf4dbfa339fe85510b27

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “Extensive research by Appleton ( 1995 , 2003a , 2006 ), predominantly using survey and interview techniques, into the nature of pre‐service, beginning, and experienced primary teachers’ knowledge and practice of teaching science has shown three key areas that make a difference to science education”
Promoting science and technology in primary education: a review of integrated curricula (2014, unknown): “At the same time, Appleton (2002) found that teachers see science activities as more appealing when these are part of an integrated, thematic approach with a perspective that encompasses more than just science.”
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers (2008, background): “At this point, comments from the teachers about ‘‘activities that work’’—and the way they went about planning using such activities—prompted me to revisit earlier research on this (e.g., Appleton 2002) and its relation to science pedagogical content knowledge.”
Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning (2013, background): “For example, in school teach- ing there is a major reliance on the sharing of teaching procedures and other “activities that work” (Appleton, 2002), which account for “doing teaching.””
How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice (2003, background): “An approach that relies solely on activities that work, where the teacher hopes that activities will inherently “teach” those engaged in them (Appleton, 2002), appears to be a distortion of discovery learning, and is an orientation to science (Magnusson et al., 1999) that was evident in teachers fro”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “Even when using inquiry-based science curriculum materials, elementary teachers may not always effectively engage students in science as inquiry (Appleton, 2002; Pine et al., 2006).”
The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene (2012, background): “The lack of science content knowledge in elementary pre- and in-service teachers has long been discussed in previous studies ( Appleton 2002; Gustafson et al. 2002; Lee et al. 2000) and this issue cannot be easily overcome because of the nature and roles of elementary teachers.”
From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching (2009, background): “Appleton ( 2002 ) advocated the need for primary science teachers to go beyond only using ‘activities that work’.”
Twenty Years Later: Does pedagogical content knowledge remain a useful idea? (2008, background): “Appleton (2002) claimed that PCK for elementary teachers begins with the notion of ‘activities that work’ rather than with science content.”
Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, background): “Appleton (2002) explained how seeing beyond a fun activity can be a catalyst for more sophisticated thinking about science teaching and learning.”