The Changes of Prospective Science Teachers’ Cognition on Science Lessons

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  • OCHI Takuya
    National Institute for Educational Policy Research/ Doctoral Student, Graduate School of Education, Hiroshima University
  • ISOZAKI Tetsuo
    Graduate School of Education, Hiroshima University

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Other Title
  • 教育実習生の理科授業に対する認識の変容
  • 教育実習生の理科授業に対する認識の変容 : pedagogical content knowledgeを視点として
  • キョウイク ジッシュウセイ ノ リカ ジュギョウ ニ タイスル ニンシキ ノ ヘンヨウ : pedagogical content knowledge オ シテン ト シテ
  • From the Perspective of Pedagogical Content Knowledge
  • pedagogical content knowledge を視点として

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Abstract

This study explored, from the perspective of pedagogical content knowledge, how pre-service science teachers’ cognitions on science lesson change through teaching practice. We conducted pre (N=224)post (N=226) survey (years 2015, 2016, 2017) before/after teaching practice on prospective science teachers at National University A. Consequently, we pointed out following two points: (1) student teachers do not fully identify differences between to understand students’ reality and to instruct them, (2) at preparation of lesson, they became able to make a lesson based on the topic/subject matter that they try to teach, considering strategies that they utilize.

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