Beginning to teach chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas

International Journal of Science Education

Volumn 33, Issue 15, 2011, Pages 2123-2158

  Kind, Vanessa ^a   Kind, Per Morten ^a  

^a DURHAM UNIVERSITY   (United Kingdom)

Author keywords

Chemistry education; Content knowledge; Pre service teachers; Science teacher education; Subject matter knowledge; Teacher self confidence

Indexed keywords

EID: 80052894172     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500693.2010.542498     Document Type: Article

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39. Dillon, J., Osborne, J., Fairbrother, R., & Kurina, L. (2000). A study into the professional views and needs of science teachers in primary and secondary schools in England. London: King's College.
40. Ekborg, M. (2005). Student-teachers' learning outcomes during science subject matter courses. International Journal of Science Education, 27(14), 1671-1694.
41. Gess-Newsome, J. (1999). Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 51-94). Dordrecht: Kluwer Academic Press.
42. Gess-Newsome, J., & Lederman, N. G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325.
43. Gostev, M. (2008). The relationship between pre-service teachers' science content knowledge & their confidence in teaching science. Technology and Teacher Education Annual, 19(8), 4697-4699.
44. Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon.
45. Gurvitch, R., & Metzler, M. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy. Teaching and Teacher Education, 25(3), 437-443.
46. Hashweh, M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3, 109-120.
47. Jarrett, O. S. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, 11(1), 47-57.
48. Johnson, J., & Ahtee, M. (2006). Comparing primary student teachers' attitudes, subject knowledge and pedagogical content knowledge in a physics activity. Teaching and Teacher Education, 22, 503-512.
49. Jones, M. G., & Carter, G. (2007). Science teacher attitudes & beliefs. In S. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067-1104). Hillsdale, NJ: Lawrence Erlbaum.
50. Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
51. Kaya, O. (2009). The nature of relationships among the components of pedagogical content knowledge of pre-service science teachers: 'Ozone layer depletion' as an example. International Journal of Science Education, 31(7), 961-988.
52. Kind, V. (2004). Beyond appearances: Students' misconceptions about basic chemical ideas (2nd ed.). London: Royal Society of Chemistry. Retrieved August 2009, from http://assessmentws. wikispaces.com/file/view/Beyond-appearances.pdf
53. Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence. International Journal of Science Education, 31(11), 1529-1562.
54. Käplyä, M., Heikkinen J.-P., & Asunta, T. (2009). College students' conceptions of chemical stability: The widespread adoption of a heuristic rule out of context and beyond its range of application. International Journal of Science Education, 31(10), 1395-1415.
55. Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717-723.
56. Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275-292.
57. Markic, S., Valanides, N., & Eilks, I. (2006). Freshman science student teachers' beliefs on science teaching and learning-A mixed methods study. In I. Eilks & B. Ralle (Eds.), Towards research-based science teacher education (pp. 29-40). Aachen: Shaker.
58. McNally, J. (2006). Confidence and loose opportunism in the science classroom: Towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education, 28(4), 423-438.
59. Merriam, S. B. & Associates. (2002). Qualitative research in practice. San Francisco, CA: Wiley.