A comparison of the science content knowledge of graduates from Florida's New Elementary Program and graduates who had their science education in a traditional course

1973 ◽  
Vol 57 (3) ◽  
pp. 331-334 ◽  
Author(s):  
Lynn Oberlin ◽  
Lowell B. Sanders
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Science Content ◽  
Science Content Knowledge ◽  
Traditional Course

PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA

2021 ◽  
Author(s):  
Vincentas Lamanauskas ◽  
Keyword(s):  
Science Education ◽  
General Education ◽  
Primary School ◽  
Content Knowledge ◽  
Primary Education ◽  
School Science ◽  
Science Content ◽  
School Teachers ◽  
Primary School Teachers ◽  
Science Content Knowledge

Primary school teachers’ science competence remains a highly relevant theoretical and practical problem. Although the general curricula and educational standards of Lithuanian general education school set quite high requirements for the process of primary school science education, the science competence of teachers raises reasonable concerns. It has to be stated that in university primary education study programmes, insufficient attention is paid to the natural science component. This leads to a possible lack of preparation for pre-service primary school teachers in science education. A pilot study conducted at the beginning of 2020, in which 107 students from two Lithuanian universities participated, showed that their scientific knowledge was poor and insufficient. Particularly weak was subject knowledge from the field “Nature research”, and also knowledge related to animate and inanimate nature. An assumption can be made that science literacy of pre-service primary education teachers is not sufficiently developed at university, which is one of the factors limiting the quality of children’s science education. There are probably two main reasons for this situation: insufficient science education in general education schools, and insufficient training of students in the field of science education for pre-service primary school teachers. Keywords: quantitative research, pilot research, pre-service teachers, science content knowledge, university students

scholarly journals Knowledge, Monitoring, and Beliefs: A Comparative Analysis among Preservice Teachers from Three Different STEM-focused Programs

2017 ◽  
Vol 1 (2) ◽  
pp. 19-27
Author(s):  
Margareta Maria Thomson ◽  
John L. Nietfeld
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Elementary Education ◽  
Content Knowledge ◽  
Belief System ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Science Content ◽  
Science Content Knowledge ◽  
And Mathematics

In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to science content knowledge, metacognitive monitoring, and their belief system. Findings revealed that the ELM preservice teachers reported higher levels of science reformed beliefs (e.g., constructivist instruction), but low science content knowledge and teaching efficacy beliefs. Alternatively, Science Education students exhibited the highest levels of content knowledge, accurate monitoring, and higher teaching efficacy beliefs. Implications for teacher education programs with a STEM training focus are discussed.

Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning

2012 ◽  
Vol 59 (2) ◽  
pp. 497-504 ◽  
Author(s):  
Angela Meluso ◽  
Meixun Zheng ◽  
Hiller A. Spires ◽  
James Lester
Keyword(s):  
Content Knowledge ◽  
Self Efficacy ◽  
Science Content ◽  
Game Based Learning ◽  
Science Content Knowledge

scholarly journals THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS’ BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT

2019 ◽  
Vol 18 (1) ◽  
pp. 19-38
Author(s):  
Amani K. Hamdan Alghamdi ◽  
Sun Young Kim
Keyword(s):  
Saudi Arabia ◽  
Science Teaching ◽  
Content Knowledge ◽  
Methods Course ◽  
Science Methods ◽  
Teaching Beliefs ◽  
Science Content ◽  
Science Methods Course ◽  
Science Content Knowledge ◽  
The Impact

This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs’ beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the ‘neither agree nor disagree’ category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs’ science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.

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