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Prospective Early Childhood Teachers...

Muimongkol, Supreeya.

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Prospective Early Childhood Teachers' Conceptions of Science Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Prospective Early Childhood Teachers' Conceptions of Science Instruction./
Author:	Muimongkol, Supreeya.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27592309
ISBN:	9781687972378

Prospective Early Childhood Teachers' Conceptions of Science Instruction.
Muimongkol, Supreeya.

Prospective Early Childhood Teachers' Conceptions of Science Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 160 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D.)--University of North Texas, 2019.

This item must not be sold to any third party vendors.

The purpose of this study was to investigate prospective teachers' conceptions of science instruction prior to the commencement of their early childhood education methods courses. A sample of 100 prospective teachers' drawings and narratives were analyzed using the STLP3 instrument and inductive analysis respectively. Merging findings from the aforementioned analyses resulted in 10 distinct conceptions and these included: (a) science instruction (1) as a demonstration, (2) as engagement, (3) as doing experiments, (4) as inquiry, and (5) as observation all underscored by active learning and social, implementation and cognitive dimensions; (b) science instruction (6) as implementing safety, and (7) as an interaction both underscored by active learning and a social dimension; and (c) science instruction (8) as a demonstration, and (9) as engagement both underscored by passive learning and an affective dimension; and (d) science instruction (10) as enjoyment underscored by social and affective dimensions. These findings reflected the complexity and multidimensionality of the prospective teachers' conceptions of science instruction. Implications include the need for teacher educators to situate their prospective teachers' prior and new knowledge of early childhood science instruction within theoretical frames rather than simply relying on prospective teachers' knowledge of science instruction from K-12 experiences. Implications for future research include the need to study prospective teachers' conceptions prior to and at the end of early childhood methods courses.

ISBN: 9781687972378Subjects--Topical Terms:

521340
Science education.

Prospective Early Childhood Teachers' Conceptions of Science Instruction.
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245 1 0 $a Prospective Early Childhood Teachers' Conceptions of Science Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 160 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
500 $a Advisor: Castro, Dina C.;Subramaniam, Karthigeyan.
502 $a Thesis (Ph.D.)--University of North Texas, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to investigate prospective teachers' conceptions of science instruction prior to the commencement of their early childhood education methods courses. A sample of 100 prospective teachers' drawings and narratives were analyzed using the STLP3 instrument and inductive analysis respectively. Merging findings from the aforementioned analyses resulted in 10 distinct conceptions and these included: (a) science instruction (1) as a demonstration, (2) as engagement, (3) as doing experiments, (4) as inquiry, and (5) as observation all underscored by active learning and social, implementation and cognitive dimensions; (b) science instruction (6) as implementing safety, and (7) as an interaction both underscored by active learning and a social dimension; and (c) science instruction (8) as a demonstration, and (9) as engagement both underscored by passive learning and an affective dimension; and (d) science instruction (10) as enjoyment underscored by social and affective dimensions. These findings reflected the complexity and multidimensionality of the prospective teachers' conceptions of science instruction. Implications include the need for teacher educators to situate their prospective teachers' prior and new knowledge of early childhood science instruction within theoretical frames rather than simply relying on prospective teachers' knowledge of science instruction from K-12 experiences. Implications for future research include the need to study prospective teachers' conceptions prior to and at the end of early childhood methods courses.
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