Stability of pre-service science teacher attitudes on science teachers, courses, and classroom methods. (The scholarship of teaching and learning).

Abstract

Attitudes of pre-service teachers about practicing teachers, instructional techniques and science courses given at various grade levels are examined. Although pre-service teachers prepare lessons using techniques advocated by reform efforts to meet course objectives while in a methods course, choices seem to revert back to more traditional strategies. Constructivism proposes that the reason for temporary learning in precollegiate classrooms is because the "new" knowledge has not been successfully locked onto an existing framework. The same reasoning can be used for learning about but not using reform-based teaching techniques by pre-service teachers. ...