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dc.contributor.authorHume, Anne Christine
dc.date.accessioned2011-03-07T22:57:29Z
dc.date.available2011-03-07T22:57:29Z
dc.date.issued2011
dc.identifier.citationHume, A.C. (2011). Primary connections: Simulating the classroom in initial teacher education. Research in Science Education, 42(3), 551-565.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5148
dc.description.abstractThe challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers.en_NZ
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.urihttp://www.springerlink.com/content/v537262591014615/en_NZ
dc.subjectprimary science teacher educationen_NZ
dc.subjectPCKen_NZ
dc.subjectactivity theoryen_NZ
dc.subjectsimulation as a meditational toolen_NZ
dc.titlePrimary connections: Simulating the classroom in initial teacher educationen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1007/s11165-011-9210-0en_NZ
dc.relation.isPartOfResearch in Science Educationen_NZ
pubs.begin-page551en_NZ
pubs.elements-id35752
pubs.end-page565en_NZ
pubs.issue3en_NZ
pubs.volume42en_NZ


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