What type and level of science content knowledge of elementary education students affect their ability to construct an inquiry-based science lesson?

2005 ◽  
Vol 17 (1) ◽  
pp. 12-25 ◽  
Author(s):  
Gail R. Luera ◽  
Richard H. Moyer ◽  
Susan A. Everett
Keyword(s):  
Elementary Education ◽  
Content Knowledge ◽  
Science Lesson ◽  
Science Content ◽  
Education Students ◽  
Science Content Knowledge ◽  
Elementary Education 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.

Special Speciation

2015 ◽  
Vol 77 (2) ◽  
pp. 145-147
Author(s):  
Lyn L. Countryman ◽  
Jill D. Maroo
Keyword(s):  
High School ◽  
Elementary Education ◽  
Anecdotal Evidence ◽  
Education Students ◽  
Biology Students ◽  
Entry Level ◽  
Speciation Model ◽  
Hands On ◽  
Elementary Education Students

Considerable anecdotal evidence indicates that some of the most difficult concepts that both high school and undergraduate elementary-education students struggle with are those surrounding evolutionary principles, especially speciation. It’s no wonder that entry-level biology students are confused, when biologists have multiple definitions of “species.” We developed this speciation activity to provide clarity and allow students a hands-on experience with a speciation model.

ENGAGEMENT AND ACADEMIC SELF-EFFICACY IN ELEMENTARY EDUCATION STUDENTS

2018 ◽  
Author(s):  
Casiano Blas-Atencia ◽  
Lizeth Nolberto-Quispe ◽  
Jindel Bravo-Cunza ◽  
Ivan Iraola-Real
Keyword(s):  
Elementary Education ◽  
Self Efficacy ◽  
Education Students ◽  
Elementary Education Students ◽  
Academic Self Efficacy
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