Action research in a teacher education program: probing into pre-service elementary teachers' understandings of scientific practices and teaching scientific practices

The study presented here is an action research that was conducted in a science and technology teaching course in a pre-service elementary teaching program at a private university in Turkey aiming at improving the pre-service elementary teachers' understanding of science and teaching science. In...

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Vydáno v:Journal of education for teaching : JET Ročník 48; číslo 2; s. 197 - 213
Hlavní autoři: Saribas, Deniz, Ozer, Ferah
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 15.03.2022
Taylor & Francis Ltd
Témata:
Academic achievement
Action Research
Certification
Concept Mapping
Discourse
Educational programs
Elementary education
Elementary School Science
Elementary School Teachers
Foreign Countries
Heuristic
Heuristics
Higher education
Inquiry
Institutional aspects
Interviews
Language usage
Lesson Plans
pre-service elementary teachers
Preservice Teacher Education
Preservice Teachers
Preservice training
Science and technology
Science Education
Science Instruction
Science Process Skills
Scientific Concepts
scientific practices
Student teachers
Teacher education
Teacher Education Programs
Teacher Educators
Teacher Improvement
Teachers
Teaching
Teaching Methods
teaching science
Understanding
Visual Aids
Turkey
ISSN:0260-7476, 1360-0540
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Shrnutí:The study presented here is an action research that was conducted in a science and technology teaching course in a pre-service elementary teaching program at a private university in Turkey aiming at improving the pre-service elementary teachers' understanding of science and teaching science. In order to achieve this aim, an innovative approach, using Benzene Ring Heuristic (BRH) to introduce scientific practices (SPs) to pre-service elementary teachers was implemented in the study. This heuristic was used to illustrate the interrelatedness of cognitive-epistemic and social-institutional aspects of SPs in a holistic presentation. The data were gathered from various sources, including pre-service teachers' posters, individual lesson plans, and individual interviews. The results suggest that the method helped the pre-service teachers have a coherent and organised understanding of SPs; however, despite the increase in the usage of discourse and social certification, they still have difficulties understanding these issues. In light of evidence gathered from this study, further research includes deliberate attempts to encourage the pre-service teachers to integrate discourse and social certification in their own instruction.
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ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2021.1985937