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How do beginning primary school teachers cope with science? : toward an understanding of science teaching practice

journal contribution
posted on 06.12.2017, 00:00 by Kenneth Appleton
This study emerged from a consideration of how some beginning primary school teachers cope when faced with teaching science. Primary teachers typically lack science content knowledge and therefore the science pedagogical content knowledge (PCK) that enables them to teach science. Aspects of a group of beginning primary school teachers’ science teaching practices were consequently examined in order to understand better the basis of their practice. In particular, science PCK and its relationship to “activities that work” were considered, illuminated by findings about activities that work from a separate study with practicing teachers. The main assertion arising from this study is that activities that work have a close relationship with science PCK. A number of implications for primary science curriculum emerge from this assertion, such as considerations for preservice teacher education science courses and the nature of the primary science curriculum.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

33

Issue

1

Start Page

1

End Page

25

Number of Pages

25

ISSN

0157-244X

Location

Netherlands

Publisher

Springer

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Education and Creative Arts; TBA Research Institute;

Era Eligible

Yes

Journal

Research in science education.

Exports