Expanding student teachers’ implicit theories about explanations for the science classrooms

Valeria M. Cabello, Maria Antonietta Impedovo, Keith J. Topping

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

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    Abstract

    This study explored student teachers’ implicit theories about explaining for the science classroom in three courses at diverse universities. Based on microteaching situations, the participants simulated explanations and discussed the elements they considered relevant for giving peer feedback. This led to the design of rubrics for peer assessment, which expressed their implicit theories about what a good explanation for the science classroom would look like. The three rubrics are presented and discussed in the light of the connections between teachers’ thinking and practice. Shulman’s ideas about professional teaching knowledge development, as well as negotiation of meaning, provide theoretical under-pinning for understanding and expanding student teachers’ thinking about explanations for the science classrooms.

    Original languageEnglish
    Title of host publicationAdvances in Human Factors in Training, Education, and Learning Sciences - Proceedings of the AHFE 2018 International Conference on Human Factors in Training, Education, and Learning Sciences, 2018
    PublisherSpringer Verlag
    Pages292-305
    Number of pages14
    ISBN (Print)9783319938813
    DOIs
    Publication statusPublished - 1 Jan 2019
    EventAHFE International Conference on Human Factors in Training, Education, and Learning Sciences, 2018 - [state] FL, United States
    Duration: 21 Jul 201825 Jul 2018

    Publication series

    NameAdvances in Intelligent Systems and Computing
    Volume785
    ISSN (Print)2194-5357

    Conference

    ConferenceAHFE International Conference on Human Factors in Training, Education, and Learning Sciences, 2018
    Country/TerritoryUnited States
    City[state] FL
    Period21/07/1825/07/18

    Keywords

    • Explanations
    • Implicit theories
    • Peer feedback
    • Science education

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