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Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations
Author(s) -
ZembalSaul Carla,
Blumenfeld Phyllis,
Krajcik Joseph
Publication year - 2000
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(200004)37:4<318::aid-tea3>3.0.co;2-w
Subject(s) - social connectedness , mathematics education , psychology , content analysis , qualitative research , data collection , reflection (computer programming) , science education , primary education , representation (politics) , teacher education , teaching method , content (measure theory) , pedagogy , computer science , sociology , social psychology , social science , mathematical analysis , mathematics , politics , political science , law , programming language
This study examined changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Qualitative case study design guided data collection, organization, and analysis. Multiple forms of data, including audiotaped interviews, written documents, and videotaped teaching episodes, were collected across two complete cycles of planning, teaching, and reflection. Data on prospective teachers' content representations were analyzed for their accuracy, sequencing, and connectedness, as well as their attention to the needs of learners. Improvements in content representations were noted within each component of the cycles and across semesters. These changes appear to be closely related to prospective teachers' developing understanding of learners. Findings suggest that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to the noted improvements. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 318–339, 2000.