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Record identifier : 566449
Personal Name - Primary Intelectual Responsibility : Jung, Maura Lobos
Title and statement of responsibility : Out-of-school science-teaching preparation for elementary teacher-education students [Thesis]
Publication, Distribution,Etc. : Wayne State University, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Wayne State University
Summary or Abstract : This quasi-longitudinal ethnographic research examined the elementary teacher-education science teaching training at two out-of-school science sites (a science museum and nature center). Elementary teacher-education students who were required to teach about 30 hours of science reported learning hands-on teaching methods, presentation skills, classroom management and confidence to teach science from having taught at an out-of-school science institution. To a smaller degree, teacher-education students experienced an increase in scientific knowledge. Practicing teachers who once had science teaching training at the out-of-school sites claim the experience had a direct influence on their current science teaching practices. A majority of the practicing teachers in the study incorporated what they learned from the out-of-school teaching into their current teaching. A science attitude survey revealed significantly higher science attitudes from having had the out-of-school science teaching experience compared to those that did not. The significant growth found in science efficacy could not be attributed to the out-of-school science teaching experience. Teacher-education students enrolled in science methods courses who had an out-of-school science teaching experience and those who did not both experienced significant science efficacy growth. Elementary teacher-education students who had science majors or minors had significantly higher science attitudes and science efficacy as compared to those without science backgrounds. Collaborations between teacher-education programs and out-of-school settings and other science institutions promoting literacy in science should be encouraged and studied. Suggestions for restructuring the ways in which science and science methods are taught to elementary teacher-education students and other suggestions for improving science teaching are discussed..
Information of biblio record : TL
 
 
 
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