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Early Childhood Pre-Service Teachers' Self-Images of Science Teaching in Constructivism Science Education Courses

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  • المؤلفون: Go, Youngmi; Kang, Jinju
  • اللغة:
    English
  • المصدر:
    Asia-Pacific Forum on Science Learning and Teaching. Dec 2015 16(2).
  • الموضوع:
    2015
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • الدخول الالكتروني :
  • معلومة اضافية
    • Availability:
      Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
    • Peer Reviewed:
      Y
    • المصدر:
      25
    • Education Level:
      Early Childhood Education
      Higher Education
      Postsecondary Education
    • الموضوع:
    • الموضوع:
    • ISSN:
      1609-4913
    • نبذة مختصرة :
      The purpose of this study is two-fold. First, it investigates the self-images of science teaching held by early childhood pre-service teachers who took constructivism early childhood science education courses. Second, it analyzes what aspects of those courses influenced these images. The participants were eight pre-service teachers who took these courses during the spring semester of 2013 at universities in Korea and the United States. A Draw a Science Teacher Test Checklist (DASTT-C), questionnaires, individual interviews, researchers' field notes, and participants' documents were collected. The results showed that four participants who displayed teacher-centered images before taking the courses changed to child-centered images after the courses. The factors that influenced those images were changed perspectives of a teacher's role and experiences of constructivism-based science teaching for young children. The other four pre-service teachers who held child-centered images before the course solidified child-centered images after the course. The influences on those images were learner-centered learning experiences and experiences with constructivism-based science teaching for young children. This result implies that early childhood science education should provide opportunities for pre-service teachers to reconstruct their own views about science teaching in order to learn and teach based on constructivism.
    • نبذة مختصرة :
      As Provided
    • Number of References:
      25
    • الموضوع:
      2016
    • الرقم المعرف:
      EJ1096101