| Autor: |
Thornburgh, William, Brown, Sherri |
| Předmět: |
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| Zdroj: |
Kentucky Journal of Excellence in College Teaching & Learning; Mar2023, Vol. 19, p104-118, 15p |
| Abstrakt: |
Pre-service elementary teachers (PSETs) (n=105) enrolled in an undergraduate science methods course completed ten questions taken from versions of the Pedagogy of Science Teaching Test (POSTT). Before receiving instruction in a methods course designed specifically for teaching science, PSETs completed the POSTT, which acted to evaluate their pedagogical preferences toward various real-world teaching scenarios. The POSTT teaching vignettes identify participants as proponents of one of four pedagogical orientations to teaching science: open inquiry, guided inquiry, active direct, or didactic direct instruction. The ten questions were selected out of a pool of vignettes and were purposefully chosen to parallel topics addressed during the science methods course. At the conclusion of the semester, PSETs completed a post-POSTT composed of the same ten questions in randomized order. The change in scores observed from pre-POSTT to post-POSTT indicated that PSETs gravitated toward inquiry instruction at the conclusion of the methods course. A majority of the questions (80%) resulted in an overall movement away from direct instruction and some questions (20%) showed a statistically significant positive shift toward an inquiry pedagogical orientation: Question 2: t (99) = 2.58, p < .05 and Question 7: t (96) = 2.78, p < .05. Additionally, PSET and item response analyses showed that PSETs frequently selected multiple teaching orientations and that no items exhibited the same responses from participants. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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