Open Access

Primary Science Teaching – Is it Integral and Deep Experience For Students?


Cite

Abell, S. K. (2008). Twenty years later: does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405–1416.10.1080/09500690802187041Search in Google Scholar

Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2015). Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence. Journal of Teacher Education for Sustainability, 17(1), 72–85.10.1515/jtes-2015-0006Search in Google Scholar

Anderson, D., & Clark, M. (2012). Development of syntactic subject matter knowledge and pedagogical content knowledge for science by a generalist elementary teacher. Teachers and Teaching, 18(3), 315–330.10.1080/13540602.2012.629838Search in Google Scholar

Appelton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers’ practices. International Journal of Science Education, 21(2), 155–168.10.1080/095006999290769Search in Google Scholar

Avraamidou, L., & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47(6), 661–686.10.1002/tea.20359Search in Google Scholar

Basit, T.N. (2003). Manual or electronic? The role of coding in qualitative data analysis. Educational Research, 45(2), 143–154.10.1080/0013188032000133548Search in Google Scholar

Bentham, H. (2013). Clearing the path that has been laid: A conceptualisation of education for sustainable development. Journal of Teacher Education for Sustainability, 15(2), 25–41.10.2478/jtes-2013-0009Search in Google Scholar

Boyd, D.J., Grossman, P.L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440.10.3102/0162373709353129Search in Google Scholar

Biggers, M., & Forbes, C. T. (2012). Balancing teacher and student roles in elementary classrooms: pre-service elementary teachers’ learning about the inquiry continuum. International Journal of Science Education, 34(14), 2205–2229.10.1080/09500693.2012.694146Search in Google Scholar

Brown, T. (2006). Negotiating psychological disturbances in pre-service teacher education. Teaching and Teacher Education, 22, 675–689.10.1016/j.tate.2006.03.006Search in Google Scholar

Bryan, L. A. (2003). Nestedness of beliefs: examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching and Learning, 40(9), 835–868.10.1002/tea.10113Search in Google Scholar

Bryan, L. A. (2012). Research on science teacher beliefs. In B.J. Fraser, K.G. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 477–495). Springer Netherlands.10.1007/978-1-4020-9041-7_33Search in Google Scholar

Carter, L. (2012). Globalization and science education: global information culture, post-colonialism and sustainability. In B.J. Fraser, K.G. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 899–912). Springer Netherlands.10.1007/978-1-4020-9041-7_60Search in Google Scholar

Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.10.1007/s10648-009-9106-ySearch in Google Scholar

Chi, M. T. H. (1997). Quantifying qualitative analysis of verbal data: a practical guide. The Journal of Learning Sciences, 6(3), 271–315.10.1207/s15327809jls0603_1Search in Google Scholar

Cochran-Smith, M., McQuillan, P., Mitchell, K., Terrell, D. G., Barnatt, J., D’Souza, L., et al. (2012). A longitudinal study of teaching practice and early career decisions. A cautionary tale. American Educational Research Journal, 49(5), 844–880.10.3102/0002831211431006Search in Google Scholar

Cousin, G., & Deepwell, F. (2005). Designs for network learning: a communities of practice perspective. Studies in Higher Education, 30(1), 57–66.10.1080/0307507052000307795Search in Google Scholar

Creswell, J. W. (2008). Educational research. Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). New Jersey: Pearson Education.Search in Google Scholar

Davis, E.A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93(4), 745–770.10.1002/sce.20311Search in Google Scholar

Denzin, N. K., & Lincoln, Y. S. (2000). Strategies of inquiry. Handbook of qualitative research, 2, 367–378. Thousand Oaks, CA: Sage.Search in Google Scholar

Duit, R., & Treagust, D.F. (2012). How can conceptual change contribute to theory and practice in science education? In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 107–118). Springer Netherlands.10.1007/978-1-4020-9041-7_9Search in Google Scholar

Fisher, H. E., Borowski, A. & Tepner, O. (2012). Professional knowledge of science teachers. In B. J. Fraser, K. Tobin and C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 435–448). Springer Netherlands.10.1007/978-1-4020-9041-7_30Search in Google Scholar

Flores, M.A., & Day, C. (2006). Contexts witch shape and reshape new teachers’ identities: a multi–perspective study. Teaching and Teacher Education, 22, 219–232.10.1016/j.tate.2005.09.002Search in Google Scholar

Forbes, C. T., & Davis, E. A. (2008). Curriculum design for inquiry: pre-service elementary teachers’ mobilization and adaptation of science curriculum materials. Journal of research in science teaching, 47(7), 820–839.10.1002/tea.20379Search in Google Scholar

Fortus, D. & Krajcik, J. (2012). Curriculum coherence and learning progressions. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 783–798). Springer Netherlands.10.1007/978-1-4020-9041-7_52Search in Google Scholar

Feiman-Nemser, S. (2008). Teacher learning: How do teachers learn to teach? In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 697–705). New York: Routledge.Search in Google Scholar

Friedrichsen, P., van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358–376.10.1002/sce.20428Search in Google Scholar

Gerretson, H., Iliško, Dz. & Fortino, C. (2010). Sustaining self-regulated learning through inquiry-driven mathematics and science instruction. Discourse and Communication for Sustainable Education, 1(1), 3–17.Search in Google Scholar

Gray, T. H., Bastian, K.C. & Fortner, K.C. (2011). Early-career teacher effectiveness and attrition. Educational Researcher, 40(6), 271–280.10.3102/0013189X11419042Search in Google Scholar

Heckhausen, H. (1991). Motivation and action. New York: Springer.10.1007/978-3-642-75961-1Search in Google Scholar

Heller, J.I., Kristen, R.D., Wong, N., Shinohara, M., & Miratrix, L.W., (2012). Differential effects on three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333–362.10.1002/tea.21004Search in Google Scholar

Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 64(4), 395–407.10.1177/0022487111409415Search in Google Scholar

Kang, N.-H. (2007). Elementary teachers’ teaching for conceptual understanding: Learning from action research. Journal of Science Teacher Education, 18(4), 469–495.10.1007/s10972-007-9050-ySearch in Google Scholar

Korthagen, F. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.10.1016/j.tate.2003.10.002Search in Google Scholar

Korthagen, F., & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.10.1080/1354060042000337093Search in Google Scholar

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachersëcontent knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90–106.10.1177/0022487112460398Search in Google Scholar

Lloyd, J. K., Smith, R. G., Fay, C. L., Khang, G. N., Wah, L. L. K., & Sai, C. L. (1998). Subject knowledge for science teaching at primary level: a comparison of preservice teachers in England and Singapore. International Journal of Science Education, 20(5), 521–532.10.1080/0950069980200502Search in Google Scholar

Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 10 (13), 1301–1320.10.1080/09500690802187009Search in Google Scholar

Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers’ pedagogical content knowledge through PaP-eRs. Research in Science Education, 31, 289–307.10.1023/A:1013124409567Search in Google Scholar

Lederman, N. G., Lederman, J. S., & Bell, R. L. (2004). Constructing Science in Elementary Classrooms. New York: Pearson Education.Search in Google Scholar

Malderez, A., Hobson, A. Tracey, L., & Kerr, K. (2007). Becoming a student teacher: core features of the experience. European Journal of Teacher Education, 30 (3), 225–248.10.1080/02619760701486068Search in Google Scholar

Meijer, P., Korthagen, F., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional in teaching. Teaching and Teacher Education, 25, 297–308.10.1016/j.tate.2008.09.013Search in Google Scholar

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.Search in Google Scholar

Moore, F. M. (2008). Professional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684–710.10.1002/tea.20258Search in Google Scholar

Munck, M. (2007). Science pedagogy, teacher attitudes, and student success. Journal of Elementary Science Education, 19 (2), 13–24.10.1007/BF03173660Search in Google Scholar

Newton, L. D., & Newton, D. P. (2001). Coordinating science across the primary school. The subject leader’s handbook. London: Routledge Falmer.Search in Google Scholar

Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699–721.10.1007/s10972-011-9239-ySearch in Google Scholar

Nilsson, P., & van Driel, J. (2010). Teaching together and learning together—Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom. Teaching and Teacher Education, 26(6), 1309–1318.10.1016/j.tate.2010.03.009Search in Google Scholar

Otero, V. K., & Nathan, M. J. (2008). Preservice elementary teachers’ views of their students’ prior knowledge of science. Journal of Research in Science Teaching, 45(4), 497–523.10.1002/tea.20229Search in Google Scholar

Patton, M. Q. 2002. Qualitative research & evaluation methods. Beverly Hills, CA: Sage.Search in Google Scholar

Pekrun, R., Frenzel, A. C., Goetz, W., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun, (Eds.). Emotions in education. (pp. 13–36). San Diego: Elsevier.Search in Google Scholar

Pipere, A., Reunamo, J., & Jones, M. (2010). Perceptions of research in education for sustainable development: An international perspective. Discourse and Communication for Sustainable Education, 1(2), 5–24.10.2478/dcse-2013-0011Search in Google Scholar

Pipere, A., Veisson, M., & Salīte, I. (2015). Developing research in teacher education for sustainability: UN DESC via the Journal of Teacher Education for Sustainability, Journal of Teacher Education For Sustainability, 17(2), 5–44.10.1515/jtes-2015-0009Search in Google Scholar

Poulou, M. (2007). Student–teachers’ concerns about teaching practice. European Journal of Teacher Education, 30(1), 91–110.10.1080/02619760600944993Search in Google Scholar

Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Nemser-Freiman, (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts. Third Edition. (pp. 732–755). New York: Routledge.Search in Google Scholar

Schneider, R. M., & Plasman, K. (2011). Science teacher learning progressions. A review of science teachers’ pedagogical content knowledge development. Review of Educational Research, 81(4), 530–565.10.3102/0034654311423382Search in Google Scholar

Schram, A.B. (2014). A mixed method content analysis of the research literature in science education. International Journal of Science Education, 36 (15), 2619–2638.10.1080/09500693.2014.908328Search in Google Scholar

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.10.3102/0013189X015002004Search in Google Scholar

Sikka, H., & Timoštšuk, I. (2008). The role of reflection in understanding teaching practice. Problems of Education in the 21st Century, 7, 147–152.Search in Google Scholar

Zembal-Saul, C. (2008). Learning to teach elementary school science as argument. Science Education, 93(4), 687–719.10.1002/sce.20325Search in Google Scholar

Zembylas, M. (2007). Emotional ecology: the intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23, 355–367.10.1016/j.tate.2006.12.002Search in Google Scholar

Timoštšuk, I., & Sikka, H. (2008). Identity statements of student teachers in the initial stage of teacher training as indicators of environmental, cognitive and relationship mechanisms. In J. Mikk, M. Veisson, P. Luik (Eds.), Reforms and Innovations in Estonian Education (pp. 95–107). Peter Lang Publishers House.Search in Google Scholar

Timoštšuk, I. 2009. Coping of trainee-teachers in influencing pupils’ study environment. In J. Hytönen (Ed.), Educational environment in early childhood in Estonia and Finland. IV. Collection of Articles (pp. 75–85). Helsinki: University of Helsinki.Search in Google Scholar

Timoštšuk, I., & Ugaste. A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563–1570.10.1016/j.tate.2010.06.008Search in Google Scholar

Timoštšuk, I., & Ugaste. A. (2012). The role of emotions in student teachers’ professional identity.” European Journal of Teacher Education, 35(4), 421–433.10.1080/02619768.2012.662637Search in Google Scholar

Trent, J., & Gao, X. (2009). “At least I’m the type of teacher I want to be”: second-career English language teachers’ identity formation in Hong Kong secondary schools. Asia-Pacific Journal of Teacher Education, 37, 253–270.10.1080/13598660903052449Search in Google Scholar

Yoon, H.-G., Joung, Y.J., & Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: difficulties on and under the scene. Research in Science Education, 42, 589–608.10.1007/s11165-011-9212-ySearch in Google Scholar

Van Driel, J.H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28.10.3102/0013189X11431010Search in Google Scholar

Van Huizen, P., Van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 269–290.10.1080/0022027042000328468Search in Google Scholar

Wallace, J., & Loughran, J. (2012). Science teacher learning. In B. J. Fraser, K. Tobin and C. J. McRobbie (Eds.), Second international handbook of science education. (pp. 295–306). Springer Netherlands.10.1007/978-1-4020-9041-7_21Search in Google Scholar

Wenger, E. 1998. Communities of practice. Leaning, meaning, and identity. New York: Cambridge University Press.10.1017/CBO9780511803932Search in Google Scholar

Science Education in Europe: National Policies, Practices and Research (2011). Eurydice. European Commission. Retrieved on April 18, 2016, from http://eacea.ec.europa.eu/education/eurydiceSearch in Google Scholar

Teaching and Learning International Survey (2009). Organization for economic cooperation and Development. Retrieved on April 18, 2016, from http://www.oecd.org/edu/talis/firstresults.Search in Google Scholar

eISSN:
2255-7547
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Social Sciences, Education, other