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Pre-Service Teachers Critical Thinking and Developing and Using Models in Science
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Author(s): Lizette A. Burks (University of Kansas, USA) and Douglas Huffman (University of Kansas, USA)
Copyright: 2019
Pages: 19
Source title:
Handbook of Research on Critical Thinking and Teacher Education Pedagogy
Source Author(s)/Editor(s): Sandra P.A. Robinson (The University of the West Indies – Cave Hill Campus, Barbados) and Verna Knight (The University of the West Indies – Cave Hill Campus, Barbados)
DOI: 10.4018/978-1-5225-7829-1.ch011
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Abstract
The new science and engineering practice of developing and using models is needed to achieve the vision of three-dimensional teaching and learning and should be an important new component of teacher preparation programs. This chapter examined critical thinking and preservice teachers' preconceptions about critical thinking and the practice of developing and using models. The results of the study indicated that when preservice teachers initially described how this practice might look in the classroom, only two of the six categories outlined in A Science Framework for K-12 Science Education for this practice were described by most participants. Of those two categories described by most participants, the majority were at a novice level. These results emphasize the necessity for elementary teacher education to provide opportunities for preservice teachers to better understand the practice of developing and using models, and how critical thinking can help teachers use models.
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