Preservice teachers’ memories of their secondary science education experiences
Hudson, Peter, Usak, Muhammet, Fancovicova, Jane, Erdogan, Mehmet, & Prokop, Pavol (2010) Preservice teachers’ memories of their secondary science education experiences. Journal of Science Education and Technology, 19(3), pp. 546-552.
Understanding preservice teachers’ memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers’ perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants’ memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher’s enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students’ conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may “make a difference” towards influencing high school students’ positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||preservice teachers, preservice teachers memories, secondary science education experiences, science teaching practices, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2010 Springer.|
|Deposited On:||06 Dec 2010 05:16|
|Last Modified:||29 Nov 2016 02:08|
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