Engaging elementary preservice teachers with active learning teaching methodologies
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Tarih
2009
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science. © 2009 Taylor & Francis Group, LLC.
Açıklama
Anahtar Kelimeler
Kaynak
Teacher Educator
WoS Q Değeri
Scopus Q Değeri
Q2
Cilt
44
Sayı
2
