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Autor/inn/en | Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique |
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Titel | Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science |
Quelle | In: International Journal of Science and Mathematics Education, 15 (2017) 2, S.293-312 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1571-0068 |
DOI | 10.1007/s10763-015-9690-x |
Schlagwörter | Preservice Teachers; Elementary School Teachers; Elementary School Science; Pedagogical Content Knowledge; Scientific Principles; Science Instruction; Case Studies; Cohort Analysis; Field Instruction; Lesson Plans; Feedback (Response); Video Technology; Peer Evaluation Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Kohortenanalyse; Praxisklasse; Lesson planning; Unterrichtsplanung |
Abstract | This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |