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Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers' Epistemic and Conceptual Change Mediated by Reasoning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers' Epistemic and Conceptual Change Mediated by Reasoning./
作者:	Murphy, Danny R.
面頁冊數:	1 online resource (217 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355311785

Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers' Epistemic and Conceptual Change Mediated by Reasoning.
Murphy, Danny R.

Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers' Epistemic and Conceptual Change Mediated by Reasoning. - 1 online resource (217 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Teachers' beliefs shape their daily instruction and the materials presented to students. The personal views of educators are especially relevant when socioscientific issues are involved. Preservice and novice teachers' mastery of the nature of science (NOS) and personal beliefs in and out of the classroom influence their worldviews and classroom practices. Although research has been conducted regarding conceptual change and epistemic change, it is not understood how conceptual change and epistemic change affect instructional practice. The purpose of the mixed methods explanatory sequential study was to determine how students in a science methods classroom think and reason with explicit and reflective instruction when experiencing conceptual change and shifting epistemic beliefs. The sequential study began with quantitative data analysis (Phase One) followed by the qualitative data analysis (Phase Two). Phase one quantitative data regarding the changes in thinking and reasoning ability and conceptual and epistemic change informed the selection of participants for second phase, wherein qualitative data was collected and analyzed. The study's quantitative findings were that although there was a weak monotonic relationship, no statistically significant relationships existed among variables. The qualitative findings confirmed and explained Phase One's results. Three themes emerged from the data relating to the importance of NOS understanding to teaching high school science, the centrality of critical thinking and reasoning to understanding and teaching science, and preservice and novice teachers' tendency to underestimate the importance of conceptual change within instructional practice. The study's results are relevant to teacher preparation programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355311785Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of Explicit-Reflective Instruction on Preservice and Novice Teachers' Epistemic and Conceptual Change Mediated by Reasoning.
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