"This Is More about a Book than about Science!" Preservice Teachers' Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons

The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:The electronic journal of science education 2017, Vol.21 (5), p.1
Hauptverfasser: Nesmith, Suzanne, Ditmore, Evan, Scott, Lakia, Zhu, Toby
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue 5
container_start_page 1
container_title The electronic journal of science education
container_volume 21
creator Nesmith, Suzanne
Ditmore, Evan
Scott, Lakia
Zhu, Toby
description The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such cross-curricular instructional strategies, remain largely unexplored. Through the use of structured interviews and surveys, insight was gleaned regarding why preservice teachers did, or, as in most instances, did not make use of literacy strategies during their elementary science field experience, wherein they were tasked with teaching an inquiry-based science lesson. Results indicate that though the vast majority of participants acknowledged the value of using the strategies, most elected not to employ them, as a result of numerous and varied concerns. Implications allow teacher educators to utilize perspective variances to support preservice teachers' abilities to understand and apply novel instructional approaches.
format Article
fullrecord <record><control><sourceid>eric</sourceid><recordid>TN_cdi_eric_primary_EJ1187998</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1187998</ericid><sourcerecordid>EJ1187998</sourcerecordid><originalsourceid>FETCH-eric_primary_EJ11879983</originalsourceid><addsrcrecordid>eNqFjMtKA0EQRRtRSHx8QqDMxtXAjCNkZhuJGEkgkHEdys41Uz66Y1VHmd_wi3URITtX53IunCPXL_JqlJU3ZX58sHvu1Owlz4vruqr77nvYtGI0NZpHBfFT3CViGsf4SqnlsDdLLwgel0NaKAz6KR7UgH0LtStaQD22SWIwSvGLdU2PJmFDM0lQ9h0tk3LCRmAkgabhYyfaZWM2rP_iNIPZb-HcnTzzm-FizzM3uJs0t_cZVPxqq_LO2q0mD0VRjeq6Kv_7fwBxIVKd</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>"This Is More about a Book than about Science!" Preservice Teachers' Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons</title><source>ERIC - Full Text Only (Discovery)</source><source>EZB-FREE-00999 freely available EZB journals</source><creator>Nesmith, Suzanne ; Ditmore, Evan ; Scott, Lakia ; Zhu, Toby</creator><creatorcontrib>Nesmith, Suzanne ; Ditmore, Evan ; Scott, Lakia ; Zhu, Toby</creatorcontrib><description>The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such cross-curricular instructional strategies, remain largely unexplored. Through the use of structured interviews and surveys, insight was gleaned regarding why preservice teachers did, or, as in most instances, did not make use of literacy strategies during their elementary science field experience, wherein they were tasked with teaching an inquiry-based science lesson. Results indicate that though the vast majority of participants acknowledged the value of using the strategies, most elected not to employ them, as a result of numerous and varied concerns. Implications allow teacher educators to utilize perspective variances to support preservice teachers' abilities to understand and apply novel instructional approaches.</description><identifier>ISSN: 1087-3430</identifier><identifier>EISSN: 1087-3430</identifier><language>eng</language><publisher>Southwestern University and Texas Christian University</publisher><subject>Active Learning ; Educational Strategies ; Elementary School Science ; Elementary School Teachers ; Inquiry ; Literacy ; Preservice Teacher Education ; Preservice Teachers ; Professional Development Schools ; Science Instruction ; Student Attitudes</subject><ispartof>The electronic journal of science education, 2017, Vol.21 (5), p.1</ispartof><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,690,780,784,885,4024</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1187998$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Nesmith, Suzanne</creatorcontrib><creatorcontrib>Ditmore, Evan</creatorcontrib><creatorcontrib>Scott, Lakia</creatorcontrib><creatorcontrib>Zhu, Toby</creatorcontrib><title>"This Is More about a Book than about Science!" Preservice Teachers' Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons</title><title>The electronic journal of science education</title><description>The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such cross-curricular instructional strategies, remain largely unexplored. Through the use of structured interviews and surveys, insight was gleaned regarding why preservice teachers did, or, as in most instances, did not make use of literacy strategies during their elementary science field experience, wherein they were tasked with teaching an inquiry-based science lesson. Results indicate that though the vast majority of participants acknowledged the value of using the strategies, most elected not to employ them, as a result of numerous and varied concerns. Implications allow teacher educators to utilize perspective variances to support preservice teachers' abilities to understand and apply novel instructional approaches.</description><subject>Active Learning</subject><subject>Educational Strategies</subject><subject>Elementary School Science</subject><subject>Elementary School Teachers</subject><subject>Inquiry</subject><subject>Literacy</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Professional Development Schools</subject><subject>Science Instruction</subject><subject>Student Attitudes</subject><issn>1087-3430</issn><issn>1087-3430</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFjMtKA0EQRRtRSHx8QqDMxtXAjCNkZhuJGEkgkHEdys41Uz66Y1VHmd_wi3URITtX53IunCPXL_JqlJU3ZX58sHvu1Owlz4vruqr77nvYtGI0NZpHBfFT3CViGsf4SqnlsDdLLwgel0NaKAz6KR7UgH0LtStaQD22SWIwSvGLdU2PJmFDM0lQ9h0tk3LCRmAkgabhYyfaZWM2rP_iNIPZb-HcnTzzm-FizzM3uJs0t_cZVPxqq_LO2q0mD0VRjeq6Kv_7fwBxIVKd</recordid><startdate>2017</startdate><enddate>2017</enddate><creator>Nesmith, Suzanne</creator><creator>Ditmore, Evan</creator><creator>Scott, Lakia</creator><creator>Zhu, Toby</creator><general>Southwestern University and Texas Christian University</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2017</creationdate><title>"This Is More about a Book than about Science!" Preservice Teachers' Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons</title><author>Nesmith, Suzanne ; Ditmore, Evan ; Scott, Lakia ; Zhu, Toby</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_EJ11879983</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Active Learning</topic><topic>Educational Strategies</topic><topic>Elementary School Science</topic><topic>Elementary School Teachers</topic><topic>Inquiry</topic><topic>Literacy</topic><topic>Preservice Teacher Education</topic><topic>Preservice Teachers</topic><topic>Professional Development Schools</topic><topic>Science Instruction</topic><topic>Student Attitudes</topic><toplevel>online_resources</toplevel><creatorcontrib>Nesmith, Suzanne</creatorcontrib><creatorcontrib>Ditmore, Evan</creatorcontrib><creatorcontrib>Scott, Lakia</creatorcontrib><creatorcontrib>Zhu, Toby</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>The electronic journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nesmith, Suzanne</au><au>Ditmore, Evan</au><au>Scott, Lakia</au><au>Zhu, Toby</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1187998</ericid><atitle>"This Is More about a Book than about Science!" Preservice Teachers' Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons</atitle><jtitle>The electronic journal of science education</jtitle><date>2017</date><risdate>2017</risdate><volume>21</volume><issue>5</issue><spage>1</spage><pages>1-</pages><issn>1087-3430</issn><eissn>1087-3430</eissn><abstract>The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such cross-curricular instructional strategies, remain largely unexplored. Through the use of structured interviews and surveys, insight was gleaned regarding why preservice teachers did, or, as in most instances, did not make use of literacy strategies during their elementary science field experience, wherein they were tasked with teaching an inquiry-based science lesson. Results indicate that though the vast majority of participants acknowledged the value of using the strategies, most elected not to employ them, as a result of numerous and varied concerns. Implications allow teacher educators to utilize perspective variances to support preservice teachers' abilities to understand and apply novel instructional approaches.</abstract><pub>Southwestern University and Texas Christian University</pub><tpages>13</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 1087-3430
ispartof The electronic journal of science education, 2017, Vol.21 (5), p.1
issn 1087-3430
1087-3430
language eng
recordid cdi_eric_primary_EJ1187998
source ERIC - Full Text Only (Discovery); EZB-FREE-00999 freely available EZB journals
subjects Active Learning
Educational Strategies
Elementary School Science
Elementary School Teachers
Inquiry
Literacy
Preservice Teacher Education
Preservice Teachers
Professional Development Schools
Science Instruction
Student Attitudes
title "This Is More about a Book than about Science!" Preservice Teachers' Perceptions toward Using Literacy Strategies in Inquiry-Based Science Lessons
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-23T09%3A30%3A02IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=%22This%20Is%20More%20about%20a%20Book%20than%20about%20Science!%22%20Preservice%20Teachers'%20Perceptions%20toward%20Using%20Literacy%20Strategies%20in%20Inquiry-Based%20Science%20Lessons&rft.jtitle=The%20electronic%20journal%20of%20science%20education&rft.au=Nesmith,%20Suzanne&rft.date=2017&rft.volume=21&rft.issue=5&rft.spage=1&rft.pages=1-&rft.issn=1087-3430&rft.eissn=1087-3430&rft_id=info:doi/&rft_dat=%3Ceric%3EEJ1187998%3C/eric%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1187998&rfr_iscdi=true