Learning Opportunities for Pre-Service Science Teachers in a Core Course on Educational Psychology: Changing Epistemological View

Autor/in	Azam, Saiqa
Titel	Learning Opportunities for Pre-Service Science Teachers in a Core Course on Educational Psychology: Changing Epistemological View
Quelle	In: Journal of Science and Mathematics Education in Southeast Asia, 39 (2016) 1, S.76-108 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0126-7663
Schlagwörter	Educational Psychology; Epistemology; Preservice Teachers; Science Education; Educational Opportunities; Action Research; Science Instruction; Science Achievement; Pretests Posttests; Attitude Change; Student Teacher Attitudes; Beliefs; Constructivism (Learning); Secondary School Science; Foreign Countries; Qualitative Research; Statistical Analysis; Pakistan + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Erkenntnistheorie; Naturwissenschaftliche Bildung; Bildungsangebot; Bildungschance; Projektforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Attitudinal change; Einstellungsänderung; Belief; Glaube; Ausland; Qualitative Forschung; Statistische Analyse
Abstract	This paper describes an action research study aimed at challenging and changing the epistemological views of pre-service science teachers (PSTs) during a core course on educational psychology in a teacher education programme. The researcher, as an instructor, used this course to provide learning opportunities for PSTs to change their existing traditional views about learning and to develop a constructivist view of learning and teaching science. To capture PSTs' epistemological views and to follow changes in these views, data were collected in the form of written reflections of student teachers about their views on learning and teaching science, at the beginning and the end of the course. During the course, student teachers explored various paradigms of learning and relevant learning theories in the context of science education. Student teachers were encouraged to reflect on and discuss their own experiences of learning science and possible options for future science teaching. Analysis of the data collected demonstrated a significant shift in the PSTs' views about science learning. The action research provides evidence for the effectiveness of the core course and suggests a plan of action for the future to improve the course, aiming at changing the views of student teachers about learning and teaching science. (As Provided).
Anmerkungen	Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail: director@recsam.edu.my; Web site: http://www.recsam.edu.my/index.php/resources/journal-of-science-and-mathematics-education-in-southeast-asia
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01