Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education

International Journal of Science Education

Volumn 22, Issue 7, 2000, Pages 755-777

  Kelly, Janet ^a  

^a TEXAS CHRISTIAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4344685563     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690050044080     Document Type: Article

References (65)

1. ABELL, S. K. and BRYAN, L. A. (1997) Reconceptualizing the elementary science methods course using a reflection orientation. Journal of Science Teacher Education, 8, 153-166.
2. ABELL, S. K. and SMITH, D. C. (1994) What is science? Preservice elementary teachers’ conceptions of the nature of science. International Journal of Science, 16, 475-487.
3. AKINDEHIN, F. (1988) Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72, 73-82.
4. AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1993) Benchmarks for Science Literary (New York: Oxford University Press).
5. ANDERSON, C. W. and SMITH, E. L. (1987) Teaching science. In V. Richardson-Koehler (ed.) Educators’ Handbook: A Research Perspective (New York: Longman), 84-111.
6. ANDERSON, R. D. (1997) The science methods course in the context of the total teacher education experience. Journal of Science Teacher Education, 8, 269-282.
7. ANDERSON, R. D. and MITCHENER, C. P. (1994) Research on science teacher education. In D. Gabel (ed.) Handbook of Research on Science Teaching and Learning (New York: Macmillan Publishing Company), 3-44.
8. BENTLEY, M. (1998) Constructivism as a referent for reforming science education. In M. Larochelle, N. Bednarz and J. Garrison (eds) Constructivism and Education (Cambridge, Cambridge University Press), 233-252.
9. BITGOOD, S., SERRELL, B. and THOMPSON, D. (1994) The impact of informal education on visitors to museums. In V. Carne, M. Chen, S. Bitgood, B. Serrell, D. Thompson, H. Nicholson, F. Weiss and P. Campbell (eds) Informal Science Learning: What the Research Says about Television, Science, Museums, and Community-based Projects (Dedham, MA, Research Communications Ltd), 61-68.
10. BLANK R. K. and DALKILIC, M. (1992) State Politics on Science and Mathematics Education (Washington, DC: Council of Chief State School Officers, State Education Assessment Center).
11. BROOKS, J. G. and BROOKS, M. G. (1993) In Search of Understanding: The Case for Constructivist Classrooms (Alexandria, VA: Association for Supervision and Curriculum Development).
12. BYBEE, R. W. and DEBOER, G. E. (1992) Research on goals for the science curriculum. In D. L. Gabel (ed.) Handbook of Research on Science Teaching and Learning (New York: Macmillan Publishing Co.), 357-385.
13. CLIFFORD, M. M. (1990) Students need a challenge, not easy success. Educational Leadership, 48, 22-26.
14. COCHRAN, K. F. (1991) Pedagogical content knowledge: teachers’ transformations of subject matter. NARST News, 33, 7-10.
15. COHEN, E. G. (1994) Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64, 1-35.
16. CRANE, V. (1994) Understanding the dynamics of informal learning. In V. Crane, M. Chen, S. Bitgood, B. Serrell, D. Thompson, H. Nicholson, F. Weiss and P. Campbell (eds) Informal Science Learning: What the Research Says about Television, Science, Museums, and Community-based Projects (Dedham, MA, Research Communications Ltd), 1-14.
17. DOYLE, W. and PONDER, G. (1977) The ethic of practicality: implications for curriculum development. In A. Molnar and J. A. Zahorik (eds.) Curriciulum Theory (Washington, DC: Association for Supervision and Curriculum Development), 74-80.
18. FRASER, B. J. (1994) Research on classroom and school climate. In D. Gabel (ed.) Handbook of Research on Science Teaching and Learning (New York: Macmillan Publishing Company), 493-541.
19. FULLAN, M. and STIEGE, S. (1991) The New Meaning of Educational Change (New York: Teachers College Press).
20. GEE, C. J. and GABEL, D. L. (1996) The first year of teaching: science in the elementary school. Paper presented at the National Association for Research in Science Teaching Annual Meeting, St Louis, Missouri.
21. GINNS, I. S. and WATTERS, J. J. (1995) An analysis of scientific understandings of preservice elementary teacher education students. Journal of Research in Science Teaching, 32, 205-222.
22. GUSTAFSON, B. and ROWELL, P. (1995) Elementary preservice teachers: constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17, 589-605.
23. HALL, D. A. (1992) The influence of an innovative activity-centered biology program on attitudes toward science teaching among preservice elementary teachers. School Science and Mathematics, 92, 239-242.
24. HOFSTEIN, A., AIKENHEAD, G. and RIQUARTS, K. (1988) Discussions over STS at the Fourth IOSTE Symposium. International Journal of Science Education, 10, 357-366.
25. HOWE, A. C. and STUBBS, H. S. (1996) Empowering science teachers: a model for professional development. Journal of Science Teacher Education, 8, 167-182.
26. HUINKER, D. and MADISON, P. (1997) Preparing efficacious elementary teachers in science and mathematics: the influence of methods courses. Journal of Science Teacher Education, 8, 107-126.
27. HURD, P. D. (1986) Perspectives for the reform of science education. Phi Delta Kappan, 85, 281-285.
28. JULYAN, C. and DUCKWORTH, E. (1996) A constructivist perspective on teaching and learning science. In C. T. Fosnot (ed.) Constructivism: Theory, Perspectives, and Practice (New York: Teachers College Press), 55-72.
29. KELLY, J. and PONDER, G. (1997) Evolution chaos, or perpetual motion?: A retrospective trend analysis of secondary science curriculum advocacy 1955-1994. Journal of Curriculum and Supervision, 12, 222-245.
30. KEMPA, R. F. and AYOB, A. (1995) Learning from group work in science. International Journal of Science Education, 17, 743-754.
31. LEDERMAN, N. G., GESS-NEWSOME, J. and LATZ, M. S. (1994) The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146.
32. MARLOW, B. A. and PAGE, M. L. (1998) Creating and Sustaining the Constructivist Classroom. Thousand Oaks, CA: Corwin Press, Inc.
33. MARTIN, K. and REYNOLDS, S. (1996) The learning laboratory: an ongoing conversation. The Constructivist, 11, 15-20.
34. MATUSOV, E. and ROGOFF, B. (1995) Evidence of development from people’s participation in communities of learners. In J. Folk (ed.) Public Institutions for Personal Learning: Understanding the Long Term Impact of Museums (Washington, DC: American Association of Museums), 97-104.
35. MESTRE, J. P. (1991) Learning and instruction in pre-college physical science. Physics Today, 9, 56-62.
36. MICHELSON, A. M. and HAWKINS, S. (1994) Current practice in science education of prospective elementary school teachers. In S. Raizen and A. Michelsohn (eds) The Future of Science in Elementary Schools: Education Prospective Teachers (San Francisco: Jossey-Bass), 151-161.
37. MIDDLEBROOKS, S. (1998) Science museums offer quality preservice education, November/Dcember, 2-3.
38. MULHOLLAND, J. and WALLACE, J. (1996) Breaking the cycle: preparing elemenatry teachers to teach science. Journa of Elementary Science Education, 8, 17-38.
39. NATIONAL RESEARCH COUNCIL (1996) National Science Education Standards (Washington, DC: National Academy Press).
40. NATIONAL SCIENCE TEACHERS ASSOCIATION (1992) The Content Core (Washington, DC: National Science Teachers Association).
41. ORLICH, D. C., HARDER, R. J., CALLAHAN, R. C. and GIBSON, H. W. (1998) Teaching Strategies: A Guide to Better Instruction (New York: Houghton Mifflin Company).
42. PEDERSEN, J. E. and MCCURDY, D. W. (1992) The effects of hands-on, minds-on teaching experiences on attitudes of preservice elementary teachers. Science Education, 76, 141-146.
43. PHILLIPS, D. D. (1995) The good, the bad, and the ugly: the many faces of constructivism. Educational Research, 24, 5-12.
44. PRATHER, J. P. (1993) Reform revisited: the trend toward constructivist learning. Journal of Elementary Science Education, 5, 52-70.
45. RAIZEN, S. and MICHELSOHN, A. (eds.) (1994) The Future of Science in Elementary Schools: Educating Prospective Teachers (San Francisco: Jossey-Bass).
46. RENNER, J. W., ABRAHAM, M. R., GRYZBOWSKI, E. B. and MAREK, E. A. (1990) Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks. Journal of Research in Science Teaching, 27, 35-54.
47. RUSSELL, R. L. (1996) The role of science museums in teacher education. Informal Science Review, 19, 16.
48. RUSSELL, T. (1993) Learning to teach science: constructivism, reflection and learning from experience. In K. Tobin (ed.) The Practice of Constructivism in Science Education (Hillsdale, NJ: Lawrence Erlbaum Associates), 247-258.
49. SAUNDERS, W. L. (1992) The constructivist perspective: implications and teaching strategies for science. School Science and Mathematics, 92, 136-141.
50. SHULMAN, L. (1986) Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-14.
51. SIMPSON, R. D. (1978) Relating student feelings to achievement in science. In M. B. Rowe (ed.) What Research Says to the Science Teacher, vol. I (Washington, DC: National Science Teachers Association), 40-54.
52. SLATER, T. F., CARPENTER, J. R. and SAFKO, J. L. (1996) Dynamics of a constructivist astronomy course for in-service teachers. Journal of Geoscience Education, 44, 523-528.
53. STARR, E. M. (1995) Cooperative learning and its effects on geology achievement and science attitudes of preservice elementary school teachers. Journal of Geological Education, 43, 391-394.
54. STEFANICH, G. P. and KELSEY, K. W. (1989) Improving science attitudes of preservice elementary teachers. Science Education, 73, 187-194.
55. STEPANS, J. I., MCCLUNG, P. A. and BEISWENGER, R. E. (1995) A teacher education program in elementary science that connects content, methods, practicum, and student teaching. Journal of Science Teacher Education, 6, 158-163.
56. STOFFLETT, R. T. (1994) Conceptual change in elementary school teacher candidate knowledge of rock-cycle processes. Journal of Geological Education, 42, 494-500.
57. THIRUNARAYANAN, M. O. (1997) Promoting preservice teachers’ awareness of communitybased science education resource centers. Journal of Science Teacher Education, 8, 69-75.
58. TOBIAS, S. (1992) Science education reform: what’s wrong with the process? Change, 24, 13-19.
59. TOBIN, K., TIPPINS, D. J. and GALLARD, A. J. (1994) Research on instructional strategies for teaching science. In D. L. Gabel (ed.) Handbook of Research on Science Teaching and Learning (New York: Macmillan Publishing Company), 45-93.
60. VESILIND, E. M. and JONES, M. G. (1996) Hands-on science education reform. Journal of Teacher Education, 47, 375-385.
61. WANDERSEE, J. H., MINTZES, J. J. and NOVAK, J. D. (1994) Research on alternative conception in science. In D. L. Gabel (ed.) Handbook of Research on Science Teaching and Learning (New York: Macmillan Publishing Company), 177-210.
62. WISE, K. and OKEY, J. (1983) A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20, 419-435.
63. WOOLFOLK, A. E. (1993) Educational Psychology (Needham Heights, MA: Allyn and Bacon).
64. YAGER, R., HIDAYAT, E. and PENICK, J. (1988) Features which separate least effective from most effective teachers. Journal of Research in Science Teaching, 25, 165-177.
65. YAGER, R. E. (1991) Science/Technology/Society as a major reform in science education: Its importance for teacher education. Teaching Education, 3, 91-100.