Preparing More Confident Preservice Elementary Science Teachers: One Elementary Science Methods Teacher's Self-Study

By Diana C. Rice, A. Roychoudhury. 2003

110 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/9d14ea0b354cf10f00a25c61171a746d1ede791c

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Citations in the corpus

Success in Science Learning and Preservice Science Teaching Self-Efficacy (2005, unknown): “…teaching self-efficacy (e.g., Balunuz, Jarrett, & Balunuz, 2001; Cakiroglu & Boone, 2002; Jarrett, 1999; Ramey-Gassert, Shroyer, & Staver, 1996; Rice & Roychoudhury, 2003; Schoon & Boone, 1998; Settlage, 2000; Tosun, 2000; Wingfield, Freeman, & Ramsey, 2000), we are foregrounding conceptual…”
Pre-Service Elementary Teachers' Perceptions of Factors in an Holistic Methods Course Influencing their Confidence in Teaching Science (2007, background): “Lawrenz and Cohen (1985) and Rice and Roychoudhury (2003) obtained similar results where more positive attitudes to science in pre-service teachers were linked with a teacher educator’s enthusiasm and openly demonstrating a passion for science.”
An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education (2011, background): “Content knowledge appears to be an important contributor to science teacher self-efficacy (Rice and Roychoudhury, 2003; Tosun, 2000).”
Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “To date much of this consideration of affective factors has focused on teachers’ motivation, interest and teaching self efficacy (Brand and Wilkins 2007; Palmer 2006; Rice and Roychoudhury 2003; Scharmann and Orth Hampton 1995).”
Nurturing Confidence in Preservice Elementary Science Teachers (2006, background): “A number of science education researchers have examined various factors that contribute to personal science teaching self-efficacy (e.g., Balunuz, Jarrett, & Bulunuz, 2001; Cakiroglu & Boone, 2002; Cantrell, Young, & Moore, 2003; Palmer, 2006; Rice & Roychoudhury, 2003).”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Rice and Roychoudhury (2003) found that the preservice teachers enrolled in science methods course benefitted from the modeling of appropriate instructional strategies such as learning cycle lessons, hands-on activities, and group discussions.”
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, methodology): “ Rice and Roychoudhury (2003) argued that this type of modelling was an important component of a science methods course for elementary teaching.”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “confidence in their subject-matter preparation (Rice and Roychoudhury 2003) and the knowledge, skills, and beliefs necessary to practice in concordance with science education standards (Smith and Gess-Newsome 2004).”
Durability of Changes in Self‐efficacy of Preservice Primary Teachers (2006, methodology): “For example, the term “confidence” is usually used in interviews because it is more familiar to students than the term “self-efficacy”, and in many studies the two terms are often used interchangeably (Cannon & Scharmann, 1996; Rice & Roychoudhury, 2003; Watters & Ginns, 2000).”