Premium
Prospective Elementary Teachers' Knowledge of Teaching Science as Argument: A Case Study
Author(s) -
BarretoEspino Reizelie,
ZembalSaul Carla,
Avraamidou Lucy
Publication year - 2014
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12052
Subject(s) - argument (complex analysis) , mathematics education , science education , centrality , psychology , subject matter , subject (documents) , teaching method , pedagogy , mathematics , curriculum , computer science , chemistry , biochemistry , combinatorics , library science
T he N ational R esearch C ouncil emphasizes the centrality of discourse and practices associated with constructing, evaluating, and using scientific explanations. These expectations increase already daunting challenges for those who teach science at the elementary school level. This study followed a multiparticipant case study approach examining prospective elementary teachers' self‐reports of teaching science as argument. Findings yield that the presence of opportunities for physical experimentation with firsthand data during science instruction helped participants increase their emphasis on evidence‐based explanations. Participants also viewed science talks as essential and fundamental for engaging students in evidence‐based explanations. Finally, participants demonstrated attention to scientific subject matter. These findings are discussed in terms of their implications for teacher education.