Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations.

Zembal-Saul, Carla; Blumenfeld, Phyllis; Krajcik, Joseph

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Peer reviewed

ERIC Number: EJ607086

Record Type: CIJE

Publication Date: 2000

Pages: N/A

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ISSN: ISSN-0022-4308

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Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations.

Zembal-Saul, Carla; Blumenfeld, Phyllis; Krajcik, Joseph

Journal of Research in Science Teaching, v37 n4 p318-39 Apr 2000

Examines changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Finds that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to improvements in the teachers' science representations. (Contains 54 references.) (Author/WRM)

Descriptors: Concept Formation, Elementary Education, Knowledge Base for Teaching, Knowledge Representation, Learning Processes, Misconceptions, Pedagogical Content Knowledge, Science Instruction, Scientific Concepts, Teacher Education, Teacher Effectiveness

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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