The goal of this study is to analyze the teaching and learning process in a newly developed biology course for prospective K-5 teachers. The development of this course is part of a grant from the National Science Foundation received in 1991 at the Florida State University with the goal to restructuring science and science education courses for prospective teachers. / Administration of a Classroom Learning Environment Survey (CLES) provides an entrance to the experienced, and preferred learning environments from the students' point of view. Using interpretive research, the investigation follows two students enrolled in the biology course. Dimensions developed in the CLES (like students' involvement in their learning, their autonomy, relevance of the subject matter, and students' commitment) are followed through the study using narrative stories of the two students. The narrative description of the fit or lack thereof between their experienced and preferred learning environment provides critical insights for science education reformers. / The theoretical framework underlying this study is provided by constructivism, and critical theory. Constructivism has two main components: the first affirms that knowledge is built actively by cognising beings in social settings; the other stresses the adaptive function of learning as the individual is the one accountable for his/her personal constructions. Critical theory stresses the notion of the empowered individuals as agents for societal change. / Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0524. / Major Professor: Kenneth G. Tobin. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77116 |
| Contributors | Moscovici, Hedy., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 277 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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