Beginning teacher cognition: A case study of four secondary science teachers

Paul Eugene Adams, Purdue University

Abstract

Despite a growing body of research in science education, there appears to be scant research that links secondary science preservice program experiences explicitly to the classroom praxis of the beginning science teacher. One area that appears to be particularly deficient is the connection between the cognitive structures of beginning science teachers and how these structures may have been shaped by experiences in a secondary science undergraduate teacher preparation program. This study was designed to elucidate these connections through a collective case study of four beginning science teachers (less than or equal to 3 years of experience) all of whom graduated from Glass University (a pseudonym) through the use of qualitative methods. The teachers were observed extensively in their classrooms to ascertain the nature of the their cognition of teaching and learning. The observations served as the basis from which the teachers were asked to explain their source of knowledge for classroom planning and interactions. Analysis of this data was used to identify faculty members who were considered to be at the crux of science teacher education at Glass University. The two faculty identified were the two science methods course instructors. Data from the two faculty were gathered through classroom observations and interviews. Individual and cross-case analyses were completed to determine the common core of experiences as perceived by the four beginning teachers and as planned for by the faculty members that shape an individual's constructs for teaching and learning. The results of the study indicate that the participants' system of constructs for teaching and learning were most significantly impacted by (1) being an undergraduate teaching assistant, (2) the science methods courses, and (3) the content courses. Two implications of this research are that: (1) a systemic effort should be made to have content courses model exemplary teaching using research based instructional strategies, and (2) teaching experiences, such as being a teaching assistant, should be provided in order to practice research based instructional strategies.

Degree

Ph.D.

Advisors

Krockover, Purdue University.

Subject Area

Science education|Secondary education|Cognitive therapy

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