An exploratory study of the effect a self-regulated learning environment has on pre-service primary teachers' perceptions of teaching science and technology

International Journal of Science and Mathematics Education

Volumn 2, Issue 1, 2004, Pages 25-41

  Corrigan, Gerry ^a   Taylor, Neil ^a  

^a UNIVERSITY OF NEW ENGLAND   (Australia)

Author keywords

Confidence; Learning environment; Metacognition; Science education; Self regulated

Indexed keywords

EID: 18844415325     PISSN: 15710068     EISSN: None     Source Type: Journal    
DOI: 10.1023/B:IJMA.0000026551.62297.ef     Document Type: Article

References (44)

1. 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.
2. Appleton, K. (2002). Science activities that work: Perceptions of primary teachers. Research in Science Education, 32, 393-410.
3. Appleton, K. & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practice. International Journal of Science Education, 21(2), 155-168.
4. Appleton, K. & Kindt, I. (2002). Beginning elementary teachers' development as teachers of science. Journal of Science Teacher Education, 13(1), 43-61.
5. Australian Science Technology and Engineering Council (ASTEC) (1997). Foundations for Australia's future: Science and technology in primary schools. Canberra: Australian Government Publishing Service.
6. Bencze, L. & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36, 521-539.
7. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
8. Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: Academic Press.
9. Bohning, G. & Hale, L. (1998). Images of self-confidence and the change-of-career prospective elementary science teacher. Journal of Elementary Science Education, 10, 39-59.
10. Butts, D.P., Koballa Jr., T.R. & Elliot, T.D. (1997). Does participating in an undergraduate elementary science methods course make a difference? Journal of Elementary Science Education, 9, 1-17.
11. Carré, C. & Carter, D.S.G. (1990). Primary teachers' self-perceptions concerning implementation of the national curriculum in science in the UK. International Journal of Science Education, 72(4), 327-341.
12. Chye, S., Walker, R.A. & Smith, I.D. (1997). Self-regulated learning in tertiary students: The role of culture and self-efficacy on strategy use and academic achievement. Paper presented at the Australian Association for Research in Education (AARE), Brisbane.
13. De Corte, E., Verschaffel, L. & Eynde, P.O. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: Academic Press.
14. de Laat, J. & Watters, J.J. (1995a, July). Science teaching self-efficacy in a primary school: A case study. Paper presented at the annual meeting of the Australasian Science Education Research Association, La Trobe University, Bendigo, Victoria, Australia.
15. de Laat, J. & Watters, J.J. (1995b). Science teaching self-efficacy in a primary school: A case study. Research in Science Education Research, 25, 453-464.
16. Guba, E.G. & Lincoln, Y.S. (1989). Fourth generation evaluation. Newbury Park: Sage Publication.
17. Guba, E.G. & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks: Sage Publication.
18. Harlen, W. & Holroyd, C. (1997). Primary teachers' understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19(1), 93-105.
19. Jarrett, O.S. (1999). Science interest and confidence among pre-service elementary teachers. Journal of Elementary Science Education, 11, 47-57.
20. Jarvis, T., McKeon, F. & Taylor, N. (2002, September). Promoting conceptual change through group discussion of thought provoking science problems. Paper presented at the annual conference of the British Educational Research Association, Exeter, England.
21. Kremer-Hayon, L. & Tillema, H.H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15, 507-522.
22. Kruger, C., Palacio, D. & Summers, M. (1990). INSET for primary science in the National Curriculum in England and Wales: Are the real needs of teachers perceived? Journal of Education for Teaching, 16(2), 133-146.
23. Kruger, C. & Summers, M. (1989). Some primary teachers' understanding of changes in materials. School Science Review, 71, 17-27.
24. Loughran, J.J. (1996). Developing reflective practice: Learning about teaching and learning through modelling. London: Palmer Press.
25. Moore, J.J. & Watson, S.B. (1999). Contributors to the decision of elementary education majors to choose science as an academic concentration. Journal of Elementary Science Education, 11, 37-46.
26. Morrisey, J.T. (1981). An analysis of studies on changing the attitude of elementary student teachers toward science and science teaching. Science Education, 65, 157-177.
27. Mulholland, J. & Wallace, J. (1996). Breaking the cycle: Preparing elementary teachers to teach science. Journal of Elementary Science Education, 8, 17-38.
28. Murphy, E. (2000). Using self-directed learning to develop and teach a new course. Paper presented at 9th annual Teaching and Learning Forum, Curtin University of Technology, 2-4 February, 2000.
29. Palmer, D.H. (2002). Factors contributing to attitude exchange amongst pre-service elementary teachers. Science Education, 86(1), 122-138.
30. Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publication.
31. Perkes, V.A. (1975). Relationships between a teacher's background and sensed adequacy to teach elementary science. Journal of Research in Science Teaching, 12, 85-88.
32. Pintrich, P.R., Marx, R.W. & Boyle, A.R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
33. Pitman, M.A. & Maxwell, J.A. (1992). Qualitative approaches to evaluation: Models and methods. In M.D. LeCompte, W.L. Millroy & J. Preissle (Eds.), The handbook of qualitative research in education. San Diego: Academic Press.
34. Randi, J. & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: Academic Press.
35. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teaching. New York: MacMillan.
36. Russell, T., Bell, D., McGuigan, L., Qualter, A., Quinn, J. & Schilling, M. (1992). Teachers' conceptual understanding in science: Needs and possibilities in the primary phase. Evaluation and Research in Education, 6(2, 3), 129-143.
37. Schoon, K.J. & Boone, W.J. (1998). Self-efficacy and alternate conceptions of science of pre-service elementary teachers. Science Education, 82(5), 553-568.
38. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
39. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Reviewer, 57, 1-25.
40. Skamp, K. (1989). General science knowledge and attitudes towards science and science teaching in preservice primary teachers: Implications for preservice units. Research in Science Education, 19, 257-267.
41. Summers, M. (1992). Improving primary teachers' understanding of science concepts theory into practice. International Journal of Science Education, 14(1), 25-40.
42. Tillema, H.H. & Kremer-Hayon, L. (2002). "Practising what we preach" - teacher educators' dilemmas in promoting self-regulated learning: a cross case comparison. Teaching and Teacher Education, 18, 593-607.
43. Young, B.J. & Kellogg, T. (1993). Science attitudes and preparation of pre-service elementary teachers. Science Education, 77, 279-291.
44. Zimmerman, B.J. & Schunk, D.H. (2001). Self-regulated learning and academic achievement; theoretical perspectives. Mahwah, New Jersey: Lawrence Erlbaum Associates.