Skip to main content
SpringerLink
Log in

Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education

  • Published:
Journal of Science Teacher Education

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Abell, S. K., & Bryan, L. A. (1997). Reconceptualizing the elementary science methods course using a reflection orientation. Journal of Science Teacher Education, 8(3), 153-166.

    Google Scholar 

  • Abell, S. K., & Roth, M. (1991, April). Coping with constraints of teaching elementary science: A case study of a science enthusiast student teacher. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, Lake Geneva, WI.

  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Springer series in social psychology. Action control: From cognition to behavior (pp. 11-39). Berlin: Springer-Verlag.

    Google Scholar 

  • Alexander, P. A., & Murphy, P. K. (1998). The research base for APA's learner-centered psychological principles. In N. L. Lambert & B. L. McCombs (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools.

  • Australian Science Technology and Engineering Council (ASTEC). (1997). Foundations for Australia's future: Science and technology in primary schools. Canberra: AGPS.

    Google Scholar 

  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

    PubMed  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory, Englewood Cliffs NJ: Prentice Hall.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

    Google Scholar 

  • Baud, D., & Feletti, G. (1998). The challenge of problem-based learning (2nd ed.). London: Kogan Page.

    Google Scholar 

  • Blumenfeld, P. C., Marx, R. W., Soloway, E., & Krajcik, J. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher, 25(8), 37-40.

    Google Scholar 

  • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser, (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Covington, M. V. (1993). A motivational analysis of academic life in college. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. IX, pp. 50-93). New York: Agathon Press.

    Google Scholar 

  • Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7(4), 247-266.

    Google Scholar 

  • Dearing, R. (Chair) (1997). Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. London: HMSO.

    Google Scholar 

  • deLaat, J., & Watters, J. J. (1995). Science teaching self-efficacy in a primary school: A case study. Research in Science Education 25(4), 453-464.

    Google Scholar 

  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.

    Google Scholar 

  • Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the conditions for scientific literacy: A re-examination. American Educational Research Journal, 33(2), 261-295.

    Google Scholar 

  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.

    Google Scholar 

  • Entwistle, N. (1998). Motivation and approaches to learning: Motivation and conceptions of teaching. In S. Brown, S. Armstrong, & G. Thompson (Eds.), Motivating students. (pp. 15-23). London: Kogan Page.

    Google Scholar 

  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Ford, D. H. (1987). Humans as self-constructing living systems: A developmental perspective on behavior and personality. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage Publications.

    Google Scholar 

  • Franz, J. R. & Enochs, L. G. (1982). Elementary school science: State certification requirements in science and their implications. Science Education, 66, 287-292.

    Google Scholar 

  • Ginns, I. S., & Watters, J. J. (1996, April). Science teaching self-efficacy of novice elementary school teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.

  • Ginns, I. S. & Watters, J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4), 287-313.

    Google Scholar 

  • Ginns, I., Watters, J. J., Tulip, D. F., & Lucas K. B. (1995). Changes in preservice elementary teachers' sense of efficacy in teaching science. School Science and Mathematics, 95(8), 394-400.

    Google Scholar 

  • Hewson, P., W, & Hewson, M. G. A'B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191-209.

    Google Scholar 

  • Horning, A. S. (1997). Reflection and Revision: Intimacy in College Writing. Composition-Chronicle: Newsletter for Writing Teachers, 9(9), 4-7.

    Google Scholar 

  • Howell, D. (1985). Fundamental statistics for the behavioral sciences. Boston, MA: PWS Publishers.

    Google Scholar 

  • Huinker, D., & Madison, S. K. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8(2), 107-126.

    Google Scholar 

  • Kahle, J., Anderson, A., & Damjanovic, A. (1991). A comparison of elementary teacher attitudes and skills in teaching science in Australia and the United States. Research in Science Education, 21, 208-216.

    Google Scholar 

  • Kroll, C. A. (1996, February). Preservice teacher education students' dialogue journals: What characterizes students' reflective writing and a teacher's comments. Paper presented at the Annual Meeting of the Association of Teacher Educators St. Louis, MO.

  • Manning, P., Esler, W., & Baird, J. (1982). What research says: How much elementary science is really being taught? Science and Children, 19(8), 40-41.

    Google Scholar 

  • Macbeth, J., & MacCallum, J. (1996). Collaborative learning. Video production, Murdoch, WA: Murdoch University.

    Google Scholar 

  • Mechling, K., Stedman, C., & Donnellan, K. (1982). Preparing and certifying science teachers. Science and Children, 20(2), 9-14.

    Google Scholar 

  • Morrisey, J. T. (1981). An analysis of studies on changing the attitude of elementary student teachers toward science and science teaching. Science Education, 65, 157-177.

    Google Scholar 

  • Mortimer, J. (1998). Motivating student learning through facilitating independence: Self and peer assessment of reflective practice — an action research project. In S. Brown, S. Armstrong, & G. Thompson (Eds.), Motivating students (pp. 173-187). London: Kogan Page.

    Google Scholar 

  • National Research Council (1996) National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in Motivation and Achievement: Motivation Enhancing Environments, 6, 117-160.

    Google Scholar 

  • Prawat, R., S. (1985). Affective versus cognitive goal orientations in elementary teachers. American Educational Research Journal, 22, 587-604.

    Google Scholar 

  • Riggs, I. M. (1994, March). Toward enhancing science teaching self-efficacy: An inservice project. Paper presented at the meeting of the National Association for Research in Science Teaching, Anaheim, CA

  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), Whole No. 609.

    Google Scholar 

  • Rubba, P.A., & Harkness, W.L. (1993). Examination of preservice and inservice secondary science teachers' beliefs about science-technology-society interactions. Science Education, 77, 407-431.

    Google Scholar 

  • Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans. Oxford: Oxford University Press.

    Google Scholar 

  • Scharmann, L. C., & Hampton, C. M. (1995). Cooperative learning and preservice elementary teacher science self-efficacy. Journal of Science Teacher Education, 6(3), 125-133.

    Google Scholar 

  • Shrigley, R. L., Koballa, T. R., & Simpson, R. D. (1988). Defining attitude for science educators. Journal of Research in Science Teaching, 25, 659-678.

    Google Scholar 

  • Simon, H. A. (1982). Comments. In M. S. Clark & S. T. Fiske (Eds.), Affect and cognition (pp. 333-342). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Stevens, C., & Wenner, G. (1996). Elementary preservice teachers' knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96(1), 2-9.

    Google Scholar 

  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Ground theory procedures and techniques. Newbury Park, CA: Sage.

    Google Scholar 

  • Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74(4), 421-431.

    Google Scholar 

  • Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243.

    Google Scholar 

  • VanZile-Tamsen, C. (1998). Factors underlying cognitive strategy use. Paper presented at the annual meeting of the Eastern Educational Research Association Tampa, FL.

  • Watters, J. J., Ginns, I. S., Enochs, L., & Asoko, H. (1995, November). Science teaching self-efficacy of preservice primary teachers: A review of research in three countries. Paper presented at the Annual Meeting of the Australian Association for Research in Education, Hobart, Tasmania.

  • Watters, J. J., & Ginns, I. S. (1995, April). Origins of, and changes in preservice teachers' science teaching self-efficacy. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

  • Weiss, I. R. (1994). A profile of science and mathematics education in the United States: 1993. [A report for the National Science Foundation], Chapel Hill, NC: Horizon Research Inc.

    Google Scholar 

  • West, R. (Chair) (1998). Learning for life: A review of higher education financing and policy. Canberra: Australian Government Publishing Service.

    Google Scholar 

  • White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer Press.

    Google Scholar 

  • Yeotis, C., & Bakken, L. (1991, April). The effects of a lead science teacher training program on elementary teachers' science self-efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Fontana, WI.

  • Zeichner, K. M., Tabachnik, B. R. & Densmore, K. (1987). Individual, institutional, and cultural influences on the development of teachers' craft knowledge. In J. Calderhead (Ed.), Exploring teachers' thinking. London: Cassell.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Mathematics and Science Education, Queensland University of Technology - Kelvin Grove, Kelvin Grove, QLD 4059, Australia

    James J. Watters & Ian S. Ginns

Authors
  1. James J. Watters
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ian S. Ginns
    View author publications

    You can also search for this author in PubMed Google Scholar

About this article

Cite this article

Watters, J.J., Ginns, I.S. Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education. Journal of Science Teacher Education 11, 301–321 (2000). https://doi.org/10.1023/A:1009429131064

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1009429131064

Keywords

Search

Navigation