Professional identity development of teacher candidates participating in an informal science education internship: A focus on drawings as evidence

International Journal of Science Education

Volumn 33, Issue 9, 2011, Pages 1169-1197

  Katz, Phyllis ^a   McGinnis, J Randy ^a   Hestness, Emily ^a   Riedinger, Kelly ^a   Marbach Ad, Gili ^a   Dai, Amy ^a   Pease, Rebecca ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Informal education; Pre service

Indexed keywords

EID: 79957525734     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500693.2010.489928     Document Type: Article

References (48)

1. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
2. American Association for the Advancement of Science. (1998). Blueprints for reform: Science, mathematics, and technology education. New York: Oxford University Press.
3. Anderson, A., Druger, M., James, C., Katz, P., & Ernisse, J. (2001). An NSTA position statement on informal science education. In P. Katz (Ed.), Community connections for science education (pp. ix-xi). Arlington, VA: NSTA Press.
4. Anderson, D., Lawson, B., & Mayer-Smith, J. (2006). Investigating the impact of a practicum experience in an aquarium on pre-service teachers. Teaching Education, 17(4), 341-353.
5. Australian Science Teachers Association. (2009). National professional standards for highly accomplished teachers of science. Retrieved April 19, 2010, from http://www.asta.edu.au/freestyler/files/FINAL%20draft%20of%20Science%20Standards.pdf
6. Bybee, R. (2001). Achieving science literacy: Strategies for insuring that free-choice science education complements national formal science education efforts. In J. Falk (Ed.), Free choice science education (pp. 44-63). New York: Teachers College Press.
7. Chambers, D. W. (1983). Stereotypic images of the scientist: Draw-a-scientist test. Science Education, 67(2), 255-265.
8. Chesebrough, D. (1994). Informal science teacher preparation. Science Education International, 5(2), 28-33.
9. Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309-424). Mahwah, NJ: Lawrence Erlbaum.
10. Coll, R., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding. Journal of Research in Science Teaching, 40(5), 464-486.
11. Cox-Petersen, A. M., Spencer, B. H., & Crawford, J. H. (2005). Developing a community of teachers through integrated science and literacy service-learning experiences. Issues in Teacher Education, 14(1), 23-37.
12. Crane, V. (1994). An introduction to informal science learning and research. In V. Crane, H. Nicholson, M. Chen, & S. Bitgood (Eds.), Informal science learning: What the research says about television, science museums, and community-based projects (pp. 1-14). Ephrata, PA: Science Press.
13. Danielewicz, J. (2001). Teaching selves. Albany: State University of New York Press.
14. Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the 'Informal Science Education' ad hoc committee. Journal of Research in Science Teaching, 40(2), 108-111.
15. Dori, Y. J., & Tal, R. T. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95-113.
16. Eick, C. J., & Reed, C. J. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86(3), 401-416.
17. Eilam, B. (2004). Drops of water and of soap solution: Students' constraining mental models of the nature of matter. Journal of Research in Science Teaching, 41(10), 970-993.
18. Falk, J. H. (2001). Free-choice science learning: Framing the discussion. In J. H. Falk (Ed.), Freechoice science education: How we learn science outside of school (pp. 3-20). New York: Teachers College Press.
19. Ferry, B. (1995). Science centers in Australia provide valuable training for preservice teachers. Journal of Science Education and Technology, 4(3), 255-260.
20. Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
21. Gentner, D., & Gentner, D. R. (1983). Flowing waters and teeming crowds: Mental models of electricity. In D. Gentner & A. Stevens (Eds.) Mental models (pp. 99-129). Hillsdale, NJ: Erlbaum.
22. Gomez, R. L., Hadner, O. D., & Housner L. D. (1996). Conceptual maps and simulated teaching episodes as indicators of competence in teaching elementary mathematics. Journal of Educational Psychology, 88(3), 572-585.
23. Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28, 87-112.
24. Jung, M. L., & Tonso, K. L. (2006). Elementary preservice teachers learning to teach science in science museums and nature centers: A novel program's impact on science knowledge, science pedagogy, and confidence teaching. Journal of Elementary Science Education, 18(1), 15-31.
25. Katz, P. (2003, March). Drawing conclusions, part I: Adapting 'Draw-A-Scientist' for informal science education research. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
26. Katz, P., & McGinnis, J. R. (1999). An informal elementary science education program's response to the National Science Education Reform Movement. Journal of Elementary Science Education, 11(1), 1-15.
27. Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education. International Journal of Science Education, 22(7), 755-777.
28. Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert-novice distinctions. Journal for Research in Mathematics Education, 21(5), 372-387.
29. Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822-839.
30. McGinnis, J. R., Hestness, E., Riedinger, K., Katz, P., Marbach-Ad, G., & Dai, A. (In press). Informal science education in formal science teacher preparation. In K. Tobin, B. Frasier, & C. McRobbie (Eds.), Second international handbook of science education. Dordrecht: Kluwer.
31. Meredith, J. E., Fortner, R. W., & Mullins, G. W. (1997). Model of affective learning for nonformal science education facilities. Journal of Research in Science Teaching, 34(8), 805-818.
32. Naizer, G., Bell, G. L., West, K., & Chambers, S. (2003). Inquiry science professional development combined with a science summer camp for immediate application. Journal of Elementary Science Education, 15(2), 31-37.
33. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academies Press.
34. National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A. W. Shouse, & M. A. Feder (Eds.). Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
35. National Science Teachers Association. (2004). NSTA position statement on science teacher preparation. Retrieved October 2008, from http://www.nsta.org/about/positions/preparation.aspx
36. Norman, D. A. (1984). Some observations on mental models. In D. Gentner & A. Stevens (Eds.), Mental models (pp. 7-14). Hillsdale, NJ: Erlbaum.
37. Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.
38. Rennie, L. J. (2007). Learning science outside of school. In S. K. Abell (Ed.), Handbook of research on science education (pp. 125-170). Mahwah, NJ: Lawrence Erlbaum.
39. Rennie, L. J., Feher, E., Dierking, L. D., & Falk, J. H. (2003). Toward an agenda for advancing research on science learning in out-of-school settings. Journal of Research in Science Teaching, 40(2), 112-120.
40. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytical tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 12-22.
41. Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students' mental models of the environment. Journal of Research in Science Teaching, 44(2), 327-348.
42. Spencer, B. H., Cox-Petersen, A. M., & Crawford, T. (2005). Assessing the impact of service learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4), 119-135.
43. Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
44. Vermunt, J. D., & Verloop, L. (1999). Congruence and friction between teaching and learning. Learning and Instruction, 9(3), 257-280.
45. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-585.
46. White, R., & Gunstone, R. (1992). Probing understanding. New York: Falmer.
47. Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan, 80(10), 751-755.
48. Zeichner, K. M., & Tabachnick, B. R. (1981). Are the effects of university teacher education 'washed out' by school experience? Journal of Teacher Education, 32(3), 7-11.