Science Teaching Methods Course Research Articles

The analysis of the impact of individual weighting factor on individual scores

In this study, category‐based self and peer assessment were applied twice in a semester in an Elementary Science Teaching Methods course in order to assess individual contributions of group members to group projects as well as to analyze the impact of Individual Weighting Factors (IWF) on individual scores and individual grades. IWF were calculated by applying Conway et al.'s (1993) formula. The resulting individual scores were analyzed to find out the impact of IWF on individual scores and individual grades. It was found that the differentiation of individual scores was very large in both applications and caused dramatic changes in some of the students' grades. For this reason, the IWF had to be scaled down to decrease its effect on individual grades. After scaling down the IWF, more acceptable distribution of student grades was obtained.

Nurturing Confidence in Preservice Elementary Science Teachers

The purpose of this study was to examine changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge couldn't be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest that there may be important connections between the two for preservice teachers that would be fruitful areas for future research.

Pre-service High School Teachers' Perceptions of Three Environmental Phenomena

The focus of the study was to identify and describe misconceptions held by pre-service high school science teachers regarding three environmental issues: the greenhouse effect, ozone depletion, and acid rain. Twenty-seven senior-level secondary science education majors, enrolled in a high school science teaching methods course at a large midwestern university, participated in this study. The instrument consisted of a 30-statement survey questionnaire. The statements focused on the causes, effects, and interactions of three environmental issues: the greenhouse effect, ozone depletion, and acid rain. Students responded to the statements on a Likert scale. Students were invited to explain their responses in the space provided below each question. An analysis of the survey data indicates that the many pre-service high school teachers possess an array of misconceptions about the causes and effects of the greenhouse effect, ozone depletion, and acid rain. Recommendations are made for changes in the preparation of pre-service high school teachers to address the deficiencies identified in this study.

Pre-Service Teachers' Views of the Nature of Science and Technology before and after a Science Teaching Methods Course

Pre-Service Teachers' Views of the Nature of Science and Technology before and after a Science Teaching Methods Course

Developmental influences of science process skill instruction

AbstractScience educators have claimed that well‐conceived instructional strategies and curricular sequences, emphasizing the process aspects of science, will foster an understanding of the nature of science. Furthermore, a process emphasis on science has been cited for its ability to promote logical thinking skill, develop a locus of control “shift,” and enhance science content acquisition. The intent of this investigation was to examine the purported influence and developmental nature of a science process emphasis during a given semester of study, as well as over extended curricular sequences, each sequence being representative of three recognized preservice elementary science teacher preparatory programs. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of one of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Another 29 preservice teachers, assessed prior to entry into instructional sequences, provided a cross‐sectional sample for examining developmental changes in locus of control, logical thinking, nature of science, and science content knowledge. Statistical procedures included Kruskal‐Wallis ANOVA and Wilcoxon tests. Results indicated that a one‐semester process skills course was influential in developing a basis for science content acquisition and in fostering an understanding of the nature of science. Results further indicate that expected additional gains are significant in science content acquisition through matriculation in an extended curricular sequence. Implications for science educators are discussed.

The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science

AbstractThe intent of this study was to investigate the influence of both locus of control as well as three instructional strategies, which differed in their respective emphases on science content, teaching methods, and process science, to foster an understanding of the nature of science. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Statistical procedures included ANOVA, regression, and correlation. Results revealed that the nature of science was most predictable for a separate process/content/teaching methods strategy. Major conclusions were (1) logical thinking ability was the most influential predictor of understanding the nature of science and (2) separate rather than integrated experiences in content and teaching methods were superior in developing an understanding of the nature of science. Implications for preservice elementary teacher preparation are discussed.

An analysis of a science teaching methods course

Science EducationVolume 53, Issue 4 p. 369-372 Article An analysis of a science teaching methods course† William H. Leonard Jr., William H. Leonard Jr. Science Department, Piedmont Hills High School, San Jose, California 95132Search for more papers by this author William H. Leonard Jr., William H. Leonard Jr. Science Department, Piedmont Hills High School, San Jose, California 95132Search for more papers by this author First published: October 1969 https://doi.org/10.1002/sce.3730530417Citations: 1 † Leonard, William H. Jr., “A Study of a Secondary Science Methods Course and Its Effect upon the Classroom Techniques of Student Teachers.” Master's Thesis, San Jose State College, January, 1967. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume53, Issue4October 1969Pages 369-372 RelatedInformation