A Study of Teacher Candidates鈥?Experiences Investigating Global Climate Change Within an Elementary Science Methods Course
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- 作者：Emily Hestness (1) emilyhestness@gmail.com
J. Randy McGinnis (1) jmcginni@umd.edu
Kelly Riedinger (1) krieding@umd.edu
Gili Marbach-Ad (1) gilim@umd.edu - 关键词：Science teacher education – ; Global climate change – ; Elementary education – ; Socioscientific issues
- 刊名：Journal of Science Teacher Education
- 出版时间：June 2011
- 出版年：2011
- 期刊代码：44_1046560X
- 类别：mt
- 卷：22
- 期：4
- 页码：351-369
- 数据来源：sp
摘要
We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.