Beginning science teacher cognition and its origins in the preservice secondary science teacher program
The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, a...
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| Published in | Journal of research in science teaching Vol. 34; no. 6; pp. 633 - 653 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
New York
Wiley Subscription Services, Inc., A Wiley Company
01.08.1997
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/(SICI)1098-2736(199708)34:6<633::AID-TEA6>3.0.CO;2-O |
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| Abstract | The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross‐case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student‐centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individual's most significant learning experiences and the constraints of the school situation. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 633–653, 1997. |
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| AbstractList | The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross‐case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student‐centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individual's most significant learning experiences and the constraints of the school situation. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 633–653, 1997. Identifies the major tenets of a preservice secondary education program, knowledge structures that beginning science teachers have constructed about the teaching and learning of science, and the correlation between them. Findings indicate that aspects of the program such as student-centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge were adopted into the schema of teachers. Contains 42 references. (Author/JRH) |
| Author | Krockover, Gerald H. Adams, Paul E. |
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| References | Cohen, G. (1989). Memory in the real world. Hillsdale, NJ: Erlbaum. Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldlilocks Principle. Review of Education Research, 60, 419-469. Leinhardt, G., & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95. Lederman, N. G., Gess-Newsome, J., & Zeidler, D. L. (1993). Summary of research in science education - 1991. Science Education, 77, 465-559. Sanford, J. P. (1988). Learning on the job: Conditions for professional development of beginning science teachers. Science Education, 72, 615-624. Gallagher, J., & Parker, J. (1995, October). Secondary Science Teacher Analysis Matrix (SSTAM). East Lansing, MI: Michigan State University. Miles, M. B., & Huberman, A. M. (1994). An expanded source book: Qualitative data analysis (2nd ed.). Thousands Oaks, CA: Sage. Kelly, G. A. (1995). The psychology of personal constructs (Vols. 1-2). New York: Norton. Adams, P. E., & Tillotson, J. W. (1995). Guest Editorial: Why research in the service of science teacher education is needed. Journal of Research in Science Teaching, 32, 441-443. Lederman, N. G., & Latz, M. S. (1995). Knowledge structures in the preservice science teacher: Sources, development, interactions, and relationships to teaching. Journal of Science Teacher Education, 6 (1), 1-19. Adams, P. E., & Krockover, G. H. (1997). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81, 29-50. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols. Gess-Newsome, J., & Lederman, N. G. (1995). Biology teachers' perception of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325. Ben-Peretz, M. (1995). Learning from experience: Memory and the teacher's account of teaching. Albany: State University of New York Press. Lauer, J. M., & Asher, J. W. (1988). Composition research: Empirical designs. New York: Oxford University Press. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage. 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. Schnur, J. O., & Golby, M. J. (1995). Teacher education: A university mission. Journal of Teacher Education, 46, 11-18. Finley, E., Lawrenz, E., & Heller, P. (1992). A summary of research in science education-1990. Science Education, 76, 239-254. Rodriguez, A. J. (1993). A dose of reality: Understanding the origin of the theory/practice dichotomy in teacher education from the students' point of view. Journal of Teacher Education, 44, 213-222. 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. Shymansky, J. A., & Kyle, W. C., Jr. (1988). A summary of research in science education- 1986. Science Education, 72, 249-253. Brunkhorst, H. K., Brunkhorst, B. J., Yager, R. E., Andrews, D. M., & Apple, M. A. (1993). The Salish consortium for the improvement of science teaching preparation and development. Journal of Science Teacher Education, 4, 51-53. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 75 (2), 4-14. Fuller, F. (1969). Concern's of teachers: A developmental conceptualization. American Educational Research Journal, 6 (2), 207-226. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press. Richardson, L., & Simmons, P. (1994). Self-Q research method and analysis, teacher pedagogical philosophy interview, theoretical background, samples of data (Res. Tech. Rep.). Athens, GA: The University of Georgia. 1997; 81 1986; 75 1986; 78 1993; 44 1995; 32 1975 1995 1994 1988; 72 1993 1992 1991 1992; 76 1995; 6 1993; 4 1990; 60 1990 1995; 1‐2 1993; 77 1995; 46 1969; 6 1987 1986 1983 1989 1988 |
| References_xml | – reference: Adams, P. E., & Krockover, G. H. (1997). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81, 29-50. – reference: Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage. – reference: Rodriguez, A. J. (1993). A dose of reality: Understanding the origin of the theory/practice dichotomy in teacher education from the students' point of view. Journal of Teacher Education, 44, 213-222. – reference: Richardson, L., & Simmons, P. (1994). Self-Q research method and analysis, teacher pedagogical philosophy interview, theoretical background, samples of data (Res. Tech. Rep.). Athens, GA: The University of Georgia. – reference: Shymansky, J. A., & Kyle, W. C., Jr. (1988). A summary of research in science education- 1986. Science Education, 72, 249-253. – reference: Fuller, F. (1969). Concern's of teachers: A developmental conceptualization. American Educational Research Journal, 6 (2), 207-226. – reference: Gallagher, J., & Parker, J. (1995, October). Secondary Science Teacher Analysis Matrix (SSTAM). East Lansing, MI: Michigan State University. – reference: Brunkhorst, H. K., Brunkhorst, B. J., Yager, R. E., Andrews, D. M., & Apple, M. A. (1993). The Salish consortium for the improvement of science teaching preparation and development. Journal of Science Teacher Education, 4, 51-53. – reference: 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. – reference: Kelly, G. A. (1995). The psychology of personal constructs (Vols. 1-2). New York: Norton. – reference: Lauer, J. M., & Asher, J. W. (1988). Composition research: Empirical designs. New York: Oxford University Press. – reference: 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. – reference: Adams, P. E., & Tillotson, J. W. (1995). Guest Editorial: Why research in the service of science teacher education is needed. Journal of Research in Science Teaching, 32, 441-443. – reference: Lederman, N. G., Gess-Newsome, J., & Zeidler, D. L. (1993). Summary of research in science education - 1991. Science Education, 77, 465-559. – reference: Cohen, G. (1989). Memory in the real world. Hillsdale, NJ: Erlbaum. – reference: Finley, E., Lawrenz, E., & Heller, P. (1992). A summary of research in science education-1990. Science Education, 76, 239-254. – reference: Sanford, J. P. (1988). Learning on the job: Conditions for professional development of beginning science teachers. Science Education, 72, 615-624. – reference: Schnur, J. O., & Golby, M. J. (1995). Teacher education: A university mission. Journal of Teacher Education, 46, 11-18. – reference: Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldlilocks Principle. Review of Education Research, 60, 419-469. – reference: Miles, M. B., & Huberman, A. M. (1994). An expanded source book: Qualitative data analysis (2nd ed.). Thousands Oaks, CA: Sage. – reference: Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press. – reference: Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. – reference: Gess-Newsome, J., & Lederman, N. G. (1995). Biology teachers' perception of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325. – reference: Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 75 (2), 4-14. – reference: Lederman, N. G., & Latz, M. S. (1995). Knowledge structures in the preservice science teacher: Sources, development, interactions, and relationships to teaching. Journal of Science Teacher Education, 6 (1), 1-19. – reference: Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols. – reference: Leinhardt, G., & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95. – reference: Ben-Peretz, M. (1995). Learning from experience: Memory and the teacher's account of teaching. Albany: State University of New York Press. – volume: 81 start-page: 29 year: 1997 end-page: 50 article-title: Concerns and perceptions of beginning secondary science and mathematics teachers publication-title: Science Education – year: 1983 – volume: 32 start-page: 301 year: 1995 end-page: 325 article-title: Biology teachers' perception of subject matter structure and its relationship to classroom practice publication-title: Journal of Research in Science Teaching – volume: 72 start-page: 249 year: 1988 end-page: 253 article-title: A summary of research in science education‐ 1986 publication-title: Science Education – volume: 72 start-page: 615 year: 1988 end-page: 624 article-title: Learning on the job: Conditions for professional development of beginning science teachers publication-title: Science Education – start-page: 236 year: 1994 end-page: 247 – volume: 6 start-page: 207 issue: 2 year: 1969 end-page: 226 article-title: Concern's of teachers: A developmental conceptualization publication-title: American Educational Research Journal – start-page: 119 year: 1986 end-page: 161 – year: 1989 – start-page: 3 year: 1994 end-page: 44 – year: 1975 – start-page: 255 year: 1986 end-page: 296 – start-page: 83 year: 1991 end-page: 95 – start-page: 21 year: 1987 end-page: 59 – year: 1990 – year: 1992 – volume: 75 start-page: 4 issue: 2 year: 1986 end-page: 14 article-title: Those who understand: Knowledge growth in teaching publication-title: Educational Researcher – year: 1994 – volume: 32 start-page: 441 year: 1995 end-page: 443 article-title: Guest Editorial: Why research in the service of science teacher education is needed publication-title: Journal of Research in Science Teaching – volume: 1‐2 year: 1995 – volume: 6 start-page: 1 issue: 1 year: 1995 end-page: 19 article-title: Knowledge structures in the preservice science teacher: Sources, development, interactions, and relationships to teaching publication-title: Journal of Science Teacher Education – volume: 77 start-page: 25 year: 1993 end-page: 45 article-title: Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment publication-title: Science Education – volume: 78 start-page: 75 year: 1986 end-page: 95 article-title: The cognitive skill of teaching publication-title: Journal of Educational Psychology – volume: 4 start-page: 51 year: 1993 end-page: 53 article-title: The Salish consortium for the improvement of science teaching preparation and development publication-title: Journal of Science Teacher Education – year: 1988 – volume: 77 start-page: 47 year: 1993 end-page: 73 article-title: A case study exploration of development in preservice science teachers publication-title: Science Education – volume: 76 start-page: 239 year: 1992 end-page: 254 article-title: A summary of research in science education‐1990 publication-title: Science Education – year: 1995 – volume: 60 start-page: 419 year: 1990 end-page: 469 article-title: Ways of evaluating teacher cognition: Inferences concerning the Goldlilocks Principle publication-title: Review of Education Research – volume: 77 start-page: 465 year: 1993 end-page: 559 article-title: Summary of research in science education ‐ 1991 publication-title: Science Education – volume: 44 start-page: 213 year: 1993 end-page: 222 article-title: A dose of reality: Understanding the origin of the theory/practice dichotomy in teacher education from the students' point of view publication-title: Journal of Teacher Education – start-page: 147 year: 1987 end-page: 160 – volume: 46 start-page: 11 year: 1995 end-page: 18 article-title: Teacher education: A university mission publication-title: Journal of Teacher Education – year: 1993 – start-page: 105 year: 1994 end-page: 117 – start-page: 813 year: 1990 end-page: 825 |
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| Title | Beginning science teacher cognition and its origins in the preservice secondary science teacher program |
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