Best Practices to Foster Pre-service Teachers’ Science Content Knowledge
| dc.contributor.author | Salinas, Paulina | |
| dc.date.accessioned | 2023-02-17T17:04:45Z | |
| dc.date.available | 2023-02-17T17:04:45Z | |
| dc.date.issued | 2022-12 | |
| dc.description.abstract | Understanding the science instruction approaches to pre-service teacher preparation is important to identify the effective features of these experiences and apply them to the design of new learning experiences. The main idea is that teachers often feel not prepared to teach science, and there are several research reports that teachers need opportunities to continue learning science as they prepare to teach it. Thus, it is important to identify the best practices and science learning experiences that can inform the preparation of teachers. Additionally, it is possible to understand the factors that include usefulness and perceived ease of technology as a special case in teacher preparation. Moreover, the focus of the literature review and revision of research work is to understand the affordances and limitations of different learning environments to support and provide a positive science learning experience to teachers with the intersection of science and technology as a particular case. | en_US |
| dc.description.department | Electrical and Computer Engineering | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12588/1752 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | UTSA Office of Undergraduate Research | en_US |
| dc.relation.ispartofseries | The UTSA Journal of Undergraduate Research and Scholarly Work;Volume 8 | |
| dc.subject | pre-service teachers | en_US |
| dc.subject | undergraduate student works | en_US |
| dc.subject | teacher preparation | en_US |
| dc.subject | science | en_US |
| dc.subject | inquiry | en_US |
| dc.subject | technology | en_US |
| dc.title | Best Practices to Foster Pre-service Teachers’ Science Content Knowledge | en_US |
| dc.type | Article | en_US |