Date of Award
6-1-2014
Document Type
Dissertation
Degree Name
Ph.D.
Department
Educational Administration and Policy Studies
First Advisor
Kent Seidel, Ph.D.
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.
Recommended Citation
Harrell, Roberta, "A Narrative Study of Novice Elementary Teachers' Perceptions of Science Instruction" (2014). Electronic Theses and Dissertations. 269.
https://digitalcommons.du.edu/etd/269
Provenance
Received from ProQuest
Rights holder
Roberta Harrell
File size
97 p.
Copyright date
2014
File format
application/pdf
Language
en
Discipline
Teacher education, Science education, Elementary education