Relationships between prospective secondary teachers' classroom practice and their conceptions of biology and of teaching science

Science Education

Volumn 83, Issue 3, 1999, Pages 347-371

  Lemberger, John ^a   Hewson, Peter W ^a   Park, Hyun Ju ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033440114     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-237X(199905)83:3<347::AID-SCE5>3.0.CO;2-Y     Document Type: Article

References (31)

1. Adams, P. E., & Krockover, G. H. (1997a). Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34, 633-653.
2. Adams, P. E., & Krockover, G. H. (1997b). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81, 29-50.
3. Aguirre, J. M., Haggerty, S. M., & Linder, C. J. (1990). Student-teachers' conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12, 381-390.
4. Appleton, K. (1995). Student teachers' confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17, 357-369.
5. Benson, G. D. (1989). Epistemology and science curriculum. Journal of Curriculum Studies, 21, 329-344.
6. Carlgren, I., & Lindblad, S. (1991). On teachers' practical reasoning and professional knowledge: Considering conceptions of context in teachers' thinking. Teaching and Teacher Education, 7, 507-516.
7. Douvdevany, O., Dreyfus, A., & Jungwirth, E. (1997). Diagnostic instruments for determining junior high-school science teachers' understanding of functional relationships within the 'living cell.' International Journal of Science Education, 19, 593-606.
8. Ebenezer, J. V., & Hay, A. (1995). Preservice teachers' meaning-making in science instruction: A case study in Manitoba. International Journal of Science Education, 17, 93-105.
9. Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
10. Geddis, A. N., Onslow, B., Beynon, C., & Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77, 575-591.
11. Gess-Newsome, J., & Lederman, N. G. (1993). Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77, 25-45.
12. Gunstone, R. F., Slattery, M., Baird, J. R., & Northfield, J. R. (1993). A case study exploration of development in preservice science teachers. Science Education, 77, 47-73.
13. Gurney, B. F. (1995). Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors. Journal of Research in Science Teaching, 32, 569-583.
14. Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
15. Hewson, P. W., & Hewson, M. G. A'B. (1987). Science teacher's conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9, 425-440.
16. Hewson, P. W., & Hewson, M. G. A'B. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72, 597-614.
17. Hewson, P. W., Tabachnick, B. R., Zeichner, K. M., Blomker, K., Meyer, H., Lemberger, J., Marion, R., Park, H., & Toolin, R. (1997a). Educating prospective teachers of biology: Introduction and research methods. Science Education, 83, 247-273.
18. Hewson, P. W., Tabachnick, B. R., Zeichner, K. M., & Lemberger, J. (1999b). Educating prospective teachers of biology: Findings, limitations, and recommendations. Science Education, 83, 373-384.
19. Kennedy, M. M. (1990). Teachers' subject matter knowledge (trends and issues paper no. 1). Washington, DC: ERIC Clearinghouse on Teacher Education.
20. Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teacher's conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146.
21. Lemberger, J. (1995). Conceptual change and problem solving. Unpublished doctoral dissertation. University of Wisconsin-Madison.
22. Loughran, J. (1994). Bridging the gap: An analysis of the needs of second-year science teachers. Science Education, 78, 365-386.
23. Marion, R., Hewson, P. W., Tabachnick, B. R., & Blomker, K. (1999). Teaching for conceptual change in elementary and secondary science methods courses. Science Education, 83, 275-307.
24. Meyer, H., Tabachnick, B. R., Hewson, P. W., Lemberger, J., & Park, H. (1999). Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science. Science Education, 83, 323-346.
25. Palmquist, B. C., & Finley, F. N. (1997). Preservice teacher's views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching, 34, 595-615.
26. Pomeroy, D. (1993). Implications of teacher beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77, 261-278.
27. Schwab, J. J. (1964). Structure of the disciplines: Meanings and Significances. In G. W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 1-30). Chicago: Rand McNally.
28. Shymansky, J. A., & Kyle, W. C. (1992). Establishing a research agenda: Critical issues of science curriculum reform. Journal of Research in Science Teaching, 29, 749-778.
29. Stofflett, R. T. (1994). The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education. Journal of Research in Science Teaching, 31, 787-810.
30. Tabachnick, B. R., & Zeichner, K. M. (1999). Idea and action: Action research and the development of conceptual change teaching of science. Science Education, 83, 309-322.
31. Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The "filtering effect" of teachers' beliefs on understanding transformational views of teaching science. Science Education, 81, 137-159.