Type of Document Dissertation Author Hahn, Lori Livingston URN etd-07122004-174154 Title Interpretive Case Studies on the Influence of a Pre-Service Contextual Science Research Course on Novice Science and Mathematics Teachers Degree Doctor of Philosophy Department Middle and Secondary Education, Department of Advisory Committee
Advisor Name Title Dr. Penny J. Gilmer Committee Chair Dr. Douglas A. Zahn Committee Member Dr. Judith L. Irvin Committee Member Dr. Nancy T. Davis Committee Member Keywords
- Collaborations with Scientists
- Science Teacher Preparation
- Culture of Science
- Immersion Into Science
- Contextual Learning
- Teachers Doing Research
- Novice Teachers
- Science Research
- Constructivism in Science Teaching
- Science and Mathematics Connections
- Inquiry-based and Hands-on Science
Date of Defense 2004-07-02 Availability unrestricted AbstractI conducted a follow-up, qualitative evaluation to help me understand how participation in a contextual science research course influenced two pre-service science and/or mathematics teacher participants as they begin to teach in their own classrooms as novice teachers.
My specific questions for this dissertation were:
1. What are the beliefs towards the culture of science and the culture of science in the classroom of a novice science and a novice mathematics teacher after completing a constructivist-based, contextual science research course?
2. What are the classroom practices of these novice teachers after completing a constructivist-based, contextual science research course with respect to:
a. implementing constructivist-based, contextual science methodology in their own classrooms?
b. forming collaborations with scientists and the science community?
c. integrating science and mathematics in the classroom?
d. implementing inquiry-based, hands-on science activities?
3. After completing a constructivist-based, contextual science research course, what are the influences on the novice teachersí constructions of (a) science content knowledge and/or (b) pedagogical content knowledge?
The theoretical framework for this study is that of a constructivist epistemology, using the genre of interpretive case study. I utilized cultural-historical activity theory to look at the contradictions and coherences, to see how these influenced the participantsí ability to transfer their experiences from the contextual science research to their own classrooms. To insure fairness and trustworthiness criteria of this study, I utilized fourth generation evaluation and the QSR NVivo software program to categorize and analyze the qualitative data.
Findings show that participants learned science content, enhanced their beliefs about the culture of science and the image of the scientist, increased their pedagogical content knowledge with respect to understanding constructivist-based teaching, and integrated science and mathematics. Their practices, however, did not always match their beliefs. While participants were enthusiastic about the idea of forming collaborations with scientists, implementing contextual learning, and implementing the use of inquiry-based, hands-on, instruction, these practices were limited. Reliance on the use of the textbook and lecture were still very apparent. Pressures faced by novice teachers during their induction years could help explain these contradictions. I make suggestions for how to improve the program.
Filename Size Approximate Download Time (Hours:Minutes:Seconds)
28.8 Modem 56K Modem ISDN (64 Kb) ISDN (128 Kb) Higher-speed Access 01_leh_dissert_final.pdf 11.90 Mb 00:55:04 00:28:19 00:24:47 00:12:23 00:01:03