PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY
Open Access
- Author:
- Tanis Ozcelik, Arzu
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- None
- Committee Members:
- Scott Mc Donald, Thesis Advisor/Co-Advisor
Scott Mc Donald, Thesis Advisor/Co-Advisor - Keywords:
- Inscriptions
Science Education
Preservice Teacher Education - Abstract:
- The current study investigated the preservice science teachers’ uses of inscriptions in their peer teaching activities and was guided by the following research questions: 1) what kinds of inscriptions do pre-service teachers use in their peer teaching activity? 2) How and why do pre-service teachers use inscriptions in their peer teaching lessons? This study followed a multi-participant case study approach. Nine science pre-service teachers enrolled in the Secondary Science Teaching course at a large mid-Atlantic University constitute the participants of the study. Seven videos of lessons were analyzed for the inscription use. Data analysis demonstrated that preservice teachers used inscriptions in pedagogical and normative ways and the complexity of inscriptions used across different disciplines varies. Preservice teachers used inscriptions 1) to convey final form scientific knowledge, 2) to engage students in scientific practice, 3) to make thinking visible, 4) to connect multiple ideas with multiple inscriptions, and 5) to provide data or example from nature. In addition to these purposes, preservice teachers also used inscriptions for formative assessment, to engage students for the lesson, and to review the lesson with the inscriptions. It is concluded that science topics and the different sequences of the lessons could be conductive these different uses of inscriptions across different lessons. In addition, these different uses of inscriptions may impact students’ understandings of how scientists use inscriptions and inscriptional practices.