Science interest and confidence among preservice elementary teachers
Science interest and confidence among preservice elementary teachers
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职前小学教师的科学兴趣和信心
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
O. Jarrett
中科院分区：
文献类型：
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作者：
O. Jarrett
对小学科学教学的研究表明，对科学学科缺乏信心的教师往往教得“少而差”。本研究的目的是：（1）检查小学，高中和大学的科学经验，以及非正式的科学（游戏，博物馆和爱好）对科学的兴趣和科学教学的信心的影响;（2）确定以探究为基础的科学方法课程对兴趣和信心的影响。研究对象是三组学生在最初的认证硕士课程谁是研究期间，以实地为基础的科学方法课程。他们自己在小学时的科学经验，其次是非正式经验和高中经验，预测了对科学的最初兴趣。小学的经历，其次是大学里的科学课程数量，预测了最初的信心。以探究为基础的科学方法课程增加了兴趣和信心。
Research on science teaching in the elementary school indicates that science is often taught “little and poorly” by teachers who lack confidence in their subject matter. The purposes of this study of prospective teachers were to (1) examine the effect of elementary, high school, and college science experiences as well as informal science (play, museums, and hobbies) on interest in science and confidence in teaching science and (2) determine the effect of an inquiry-based science methods course on interest and confidence. The subjects were three groups of students in an initial certification master’s program who were studied during a field-based science methods course. Their own experience with science when they were in elementary school, followed by informal experiences and high school experience, predicted initial interest in science. Elementary school experience, followed by the number of science courses taken in college, predicted initial confidence. The inquiry-based science methods course increased both interest and confidence.