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|Title: ||Preservice Teachers' Conception and Use of Laboratory Teaching Skills|
|Authors: ||Chang, Huey-Por|
|Keywords: ||Preservice teacher;Laboratory instruction;Science teaching|
|Issue Date: ||2014-02-18T02:34:17Z
|Abstract: ||The purpose of this investigation was to assess the effectiveness of a field-based practice in promoting the development of effective laboratory teaching skills. The sample consisted of 10 preservice physics teachers (6 female, 4 male) completing their final year of teacher preparation. All of the preservice teachers were enrolled in a practicum which required the implementation of two one-hour laboratory activities in a public school setting, and were concurrently enrolled in microteaching and secondary science method courses.|
Each of the preservice teachers was asked to plan and present a laboratory activity during the first two weeks of the Fall semester. Each preservice teacher completed a questionnaire concerning their conceptions/attitudes toward the planning, implementation, and evaluation of laboratory activities and a self-critique of their own lesson. During the next 10 weeks, the preservice teachers were provided with formal instruction on the planning and implementation of laboratory activities. Each preservice teacher then planned and implemented a second laboratory activity, which was again followed by a questionnaire, a self-critique, and a follow-up interview.
Qualitative analyses revealed that these preservice teachers spent an inordinate amount of time on pre-lab instructions and tended to implement laboratory activities which were highly structured and of the "verification/cookbook" variety. Follow-up interviews clearly indicated that these teachers, although supportive of an inquiry approach, were primarily influenced by their concern for classroom management. Prior research strongly supports the notion that preservice teachers focus primarily on classroom management and the results of this investigation clearly show how such concerns for "survival" (so commonly found in the preservice teacher) serve to compromise instruction and the teachers' beliefs.
|Relation: ||Proceedings of the National Science Council, Republic of China, Part D: Mathematics, Science and Technology Education, 6(1): 25-30|
|Appears in Collections:||[物理學系] 期刊論文|
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