Date of Award

6-1-2014

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education

First Advisor

Kent Seidel, Ph.D.

Second Advisor

Susan Korach

Third Advisor

Kristina Hesbol

Keywords

Education, Elementary, Instruction, Perceptions, Science, Teacher

Abstract

It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers’ perceptions of science instruction.

This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher’s instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers’ perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Roberta Harrell

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

97 p.

Discipline

Teacher education, Science education, Elementary education

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