Abstract
We examined preservice elementary teachers’ constructs for analyzing their own conceptual change classroom practice. The teacher candidates were enrolled in a science methods course that utilized conceptual change methodologies aimed at facilitating the candidates’ reconceptualizations of science content and pedagogy. There were six student-oriented and seven teacher-oriented evaluation criteria that were used by the candidates. The five most frequent categories were all student-oriented. We argue that because the methods course focused primarily on the candidates’ constructivist learning, and not on teaching strategies per se, that they may have developed a constructivist frame from which to interpret their practice.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Brooks, J.G., & Brooks, M. G. (1993).In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.
Bullough, R. V., Jr. & Stokes, D. K. (1993, April).Analyzing personal teaching metaphors in preservice teacher education as a means for exploring self and encouraging development. Paper presented at the Annual Meeting of the American Education Research Association, Atlanta, GA.
Gilbert, J. K., & Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching.Science Education, 66(4), 623–633.
Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in coursework.American Educational Research Journal, 29(2), 325–349.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers.Review of Educational Research, 62(2), 129–169.
Loucks-Horsley, S., Kapitan, R., Carlson, M. D., Kuerbis, P. J., Clark, R. C., Melle, G. M., Sachse, T. P., & Walton, E. (1990).Elementary School Science for the 90’s. Andover, MA: The Network.
Nias, J. (1989). Teaching and the self. In M. L. Holly & C. S. McLoughlin (Eds.),Perspectives on teacher professional development (pp. 155–151). London: Falmer Press.
Piaget, J. P. (1952).The origins of intelligence in children. New York: International Universities Press.
Stoddart, T. (1991, April).Reconstructing teacher candidates’ views of teaching and learning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Stoddart, T., Connell, M., Stofflett, R., & Peck, D. (1993). Reconstructing elementary teacher candidates’ understandings of mathematics and science content.Teaching and Teacher Education, 9(3), 229–241.
Stofflett, R. T. (1994). The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education.Journal of Research in Science Teaching, 31(8), 787–810.
Stofflett, R. T., & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience.Journal of Research in Science Teaching, 31(1), 31–51.
Tilgner, P. J. (1990). Avoiding science in the elementary school.Science Education, 74, 421–431.
Tobias, S. (1990).They’re not dumb, they’re different: Stalking the second tier. Tucson, AZ: Research Corporation.
Wassermann, S., & Ivany, J. W. G. (1988).Teaching elementary science: Who’s afraid of spiders? New York: Harper and Row.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Stofflett, R.T., Stefanon, L. Elementary teacher candidates’ conceptions of successful conceptual change teaching. J Elem Sci Edu 8, 1–20 (1996). https://doi.org/10.1007/BF03173745
Issue Date:
DOI: https://doi.org/10.1007/BF03173745