Preservice elementary teachers' conceptions of moon phases before and after instruction

2002 ◽  
Vol 39 (7) ◽  
pp. 633-658 ◽  
Author(s):  
Kathy Cabe Trundle ◽  
Ronald K. Atwood ◽  
John E. Christopher
Keyword(s):  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
Moon Phases ◽  
Before And After

An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions

2008 ◽  
Vol 45 (4) ◽  
pp. 1080-1110 ◽  
Author(s):  
Kristie Jones Newton
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
Comprehensive Understanding ◽  
Extensive Analysis ◽  
Before And After ◽  
Solution Methods ◽  
Basic Concepts ◽  
Computational Skill

The study of preservice elementary teachers’ knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers’ fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive understanding of this knowledge. Because knowledge is complex, it was examined in five ways: computational skill, basic concepts, word problems, flexibility, and transfer. To further capture the complexity of knowledge, solution methods were examined for patterns that might reveal understandings and misconceptions. Data were gathered before and after a course designed to deepen preservice teachers’ knowledge. Quantitative and qualitative shifts occurred during the semester, but flexibility and transfer were low. Implications for teacher education are discussed.

An examination of preservice elementary teachers’ representations about chemistry in an intertextuality- and modeling-based course

2018 ◽  
Vol 19 (3) ◽  
pp. 681-693 ◽  
Author(s):  
Minjung Ryu ◽  
Jocelyn Elizabeth Nardo ◽  
Meng Yang Matthew Wu
Keyword(s):  
Elementary Teachers ◽  
Chemistry Education ◽  
Preservice Elementary Teachers ◽  
Chemistry Curriculum ◽  
Epistemic Practices ◽  
Knowledge Resources ◽  
Chemistry Learning ◽  
Before And After ◽  
Negative Feelings ◽  
Chemical Reasoning

The chemistry education aspect of elementary teacher education faces a unique set of challenges. On one hand, preservice and in-service elementary teachers tend to not like chemistry and have negative feelings toward chemistry. On the other hand, learning chemistry requires reasoning about natural phenomena from the submicroscopic perspective that deals with the properties and behaviors of unobservable particles. The present study addresses these challenges in chemistry education for preservice elementary teachers (PSETs) by designing a chemistry curriculum that improves the relevance of chemistry learning to studentsviaintertextuality and modeling practices. An analysis of chemistry representations that PSETs generated before and after taking the designed chemistry course demonstrates that they initially perceived chemistry as vivid chemical changes occurring in lab spaces or a discipline related to atoms while failing to provide connections between the chemical reactions and atoms. After taking the course, many students came to see doing chemistry as epistemic practices that construct submicroscopic explanations for observable phenomena and its relevance to everyday lives such as food, car emissions, and their local surroundings. They also came to recognize various epistemic roles that people play in doing chemistry. We provide important implications for engaging PSETs in chemical reasoning and designing chemistry curricula that are more approachable and build on learners’ knowledge resources.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

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