caa a22 4500 477077609 CHVBK 20180405111442.0 cr unu---uuuuu 170330e19961201xx s 000 0 eng 10.1007/BF03173738 doi (NATIONALLICENCE)springer-10.1007/BF03173738 Greenwood Anita Center for Field Services & Studies, College of Education, University of Massachusetts Lowell, One University Avenue, 01854, Lowell, MA aut When it comes to teaching about floating and sinking, preservice elementary teachers do not have to feel as though they are drowning! [Elektronische Daten] [Anita Greenwood] Preservice elementary teachers often lack science content knowledge and consequently the confidence to teach science. A three-phase constructivist teaching sequence was used in a graduate level elementary science methods course to improve preservice teachers' knowledge of density and to provide a model for approaching the teaching of science. Preservice teachers (N=23) showed gains in content knowledge between the pretest and a posttest administered fifteen weeks apart. Additionally, their self-reported confidence levels increased as did their recognition of the need to approach science teaching by probing students' prior knowledge and exploring students' ideas in non-threatening learning environments. Springer Netherlands, 1996 Journal of Elementary Science Education Springer Netherlands 8/1(1996-12-01), 1-16 1090-185X 8:1<1 1996 8 13270 https://doi.org/10.1007/BF03173738 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173738 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Greenwood Anita Center for Field Services & Studies, College of Education, University of Massachusetts Lowell, One University Avenue, 01854, Lowell, MA aut NATIONALLICENCE 773 0- Journal of Elementary Science Education Springer Netherlands 8/1(1996-12-01), 1-16 1090-185X 8:1<1 1996 8 13270 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer