Stimulating constructivist teaching styles through use of an observation rubric
One of the difficult transitions for new secondary science teachers is that from novice teacher to master teacher. Often this process involves the novice in adopting survival strategies for teaching rather than those advocated by the National science education standards or the Project 2061 benchmark...
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| Published in | Journal of research in science teaching Vol. 36; no. 8; pp. 955 - 971 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
New York
John Wiley & Sons, Inc
01.10.1999
Wiley |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3 |
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| Abstract | One of the difficult transitions for new secondary science teachers is that from novice teacher to master teacher. Often this process involves the novice in adopting survival strategies for teaching rather than those advocated by the National science education standards or the Project 2061 benchmarks. This study reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. Based on the interpretation of this case study, it appears to have the potential to significantly affect the development of secondary science teachers by providing a readily accessible model of instruction that aligns with student‐centered models of instruction advocated by the Standards and Project 2061. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 955–971,1999 |
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| AbstractList | Reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. The instrument provides a readily accessible model of instruction that aligns with student-centered models of instruction advocated by national science standards documents. Contains 35 references. (Author/WRM) One of the difficult transitions for new secondary science teachers is that from novice teacher to master teacher. Often this process involves the novice in adopting survival strategies for teaching rather than those advocated by the National science education standards or the Project 2061 benchmarks. This study reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. Based on the interpretation of this case study, it appears to have the potential to significantly affect the development of secondary science teachers by providing a readily accessible model of instruction that aligns with student‐centered models of instruction advocated by the Standards and Project 2061. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 955–971,1999 |
| Author | Krockover, Gerald H. Adams, Paul E. |
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| Keywords | Science Teaching method Secondary School Teacher Constructivism |
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| References | Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage. American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford Press. Cohen, G. (1989). Memory in the real world. Hillsdale, NJ: Erlbaum. Ben-Peretz, M. (1995). Learning from experience: Memory and the teacher's account of teaching. Albany: SUNY. Bezzi, A. (1996). Use of repertory grids in facilitating knowledge construction and reconstruction in geology. Journal of Research in Science Teaching, 33, 179-209. Kelly, G.A. (1955). The psychology of personal constructs (Vols. 1-2). New York: W.W. Norton. National Research Council (1996). National science education standards. Washington, DC: National Academy Press. Miles, M.B., & Huberman, A.M. (1994). An expanded source book: Qualitative data analysis (2nd ed.). Thousands Oaks, CA: Sage. Salish I Research Project. (1997). Secondary science and mathematics teacher preparation programs: Influences on new teachers and their students; Instrument package and users' guide. Iowa City, IA: Science Education Center, University of Iowa. Loughran, J. (1992). Becoming a science teacher: First year teachers' approaches to learning about teaching. Research in Science Education, 22, 273-282. Fessler, R., & Christensen, J.C. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Boston: Allyn and Bacon. Adams, P.E., & Krockover, G.H. (1997b). Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34, 633-653. Gallagher, J., & Parker, J. (1995, October). Secondary Teaching Analysis Matrix (STAM). East Lansing, MI: Michigan State University. Lauer, J.M., & Asher, J.W. (1988). Composition research: Empirical designs. New York: Oxford University Press. Fuller, F. (1969). Concerns of teachers: A developmental perspective. American Educational Research Journal, 6, 207-226. Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169. Loughran, J. (1994). Bridging the gap: An analysis of the needs of second-year science teachers. Science Education, 78, 365-386. Klopfer, L.E., & Champagne, A.B. (1990). Ghosts of crisis past. Science Education, 74, 133-154. Zeichner, K.M., & Tabachnick, B.R. (1981). Are the effects of university teacher education "washed out" by school experience? Journal of Teacher Education, 32, 7-11. Adams, P.E., & Krockover, G.H. (1997a). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81, 29-50. 1990; 74 1990 1969; 6 1987 1994; 78 1986 1997 1996 1995 1994 1997a; 81 1993 1992 1991 1997b; 34 1992; 22 1981; 32 1955; 1 1989 1992; 62 1996; 33 1988 Cunliffe (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB9) 1994 Zeichner (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB34) 1981; 32 Adams (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB1) 1997a; 81 National Research Council (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB26) 1996 Cohen (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB8) 1989 Schwandt (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB29) 1994 Gallagher (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB15) 1995 Salish I Research Project (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB28) 1997 Denzin (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB11) 1994 Anderson (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB4) 1994 Erickson (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB12) 1986 Loughran (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB24) 1994; 78 Adams (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB2) 1997b; 34 Sprinthall (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB30) 1996 Zeichner (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB35) 1987 Lauer (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB22) 1988 Patton (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB27) 1990 Guba (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB18) 1994 Gold (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB17) 1996 Zeichner (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB33) 1990 Kagan (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB19) 1992; 62 Gallagher (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB16) 1991 Fessler (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB13) 1992 Kelly (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB20) 1955; 1 Denzin (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB10) 1994 Fuller (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB14) 1969; 6 Bezzi (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB6) 1996; 33 Klopfer (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB21) 1990; 74 Stake (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB31) 1994 Ben-Peretz (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB5) 1995 American Association for the Advancement of Science (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB3) 1993 Carter (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB7) 1987 Yager (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB32) 1993 Loughran (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB23) 1992; 22 Miles (10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3-BIB25) 1994 |
| References_xml | – reference: Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169. – reference: Loughran, J. (1994). Bridging the gap: An analysis of the needs of second-year science teachers. Science Education, 78, 365-386. – reference: Ben-Peretz, M. (1995). Learning from experience: Memory and the teacher's account of teaching. Albany: SUNY. – reference: Adams, P.E., & Krockover, G.H. (1997a). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81, 29-50. – reference: Cohen, G. (1989). Memory in the real world. Hillsdale, NJ: Erlbaum. – reference: Lauer, J.M., & Asher, J.W. (1988). Composition research: Empirical designs. New York: Oxford University Press. – reference: Miles, M.B., & Huberman, A.M. (1994). An expanded source book: Qualitative data analysis (2nd ed.). Thousands Oaks, CA: Sage. – reference: Adams, P.E., & Krockover, G.H. (1997b). Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34, 633-653. – reference: Gallagher, J., & Parker, J. (1995, October). Secondary Teaching Analysis Matrix (STAM). East Lansing, MI: Michigan State University. – reference: Kelly, G.A. (1955). The psychology of personal constructs (Vols. 1-2). New York: W.W. Norton. – reference: Salish I Research Project. (1997). Secondary science and mathematics teacher preparation programs: Influences on new teachers and their students; Instrument package and users' guide. Iowa City, IA: Science Education Center, University of Iowa. – reference: Fessler, R., & Christensen, J.C. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Boston: Allyn and Bacon. – reference: National Research Council (1996). National science education standards. Washington, DC: National Academy Press. – reference: American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford Press. – reference: Zeichner, K.M., & Tabachnick, B.R. (1981). Are the effects of university teacher education "washed out" by school experience? Journal of Teacher Education, 32, 7-11. – reference: Klopfer, L.E., & Champagne, A.B. (1990). Ghosts of crisis past. Science Education, 74, 133-154. – reference: Loughran, J. (1992). Becoming a science teacher: First year teachers' approaches to learning about teaching. Research in Science Education, 22, 273-282. – reference: Fuller, F. (1969). Concerns of teachers: A developmental perspective. American Educational Research Journal, 6, 207-226. – reference: Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage. – reference: Bezzi, A. (1996). Use of repertory grids in facilitating knowledge construction and reconstruction in geology. 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| SubjectTerms | Beginning Teachers Curriculum subjects: programmes and methods Educational sciences Exact and natural sciences Instructional Improvement National Science Education Standards National Standards Reflective Teaching Science Teachers Secondary Education Teacher Attitudes Teaching Methods |
| Title | Stimulating constructivist teaching styles through use of an observation rubric |
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