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A Case Study of Second-Career Alternatively Certified Science Teachers: What Research and Educational Experiences and Understanding of Nature of Science Do They Bring to Classroom Practices?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Judith Richards McDonald (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Catherine Matthews

Abstract: This multiple case study examined second-career lateral entry middle school science teachers to see what research and educational experiences and understanding of nature of science they bring to their classroom practices. I examined four alternatively certified, second-career middle school science teachers in a large urban southeastern school district. I found in this study that these teachers understanding of nature of science as displayed through their classroom practices was impacted by their scientific research experiences and exposure to direct instruction of nature of science (NOS). This study determined each participants understanding of nature of science through the Views of Nature of Science (VNOS) B Test and found out how they acquired their NOS through a background questionnaire and a semi-structured interview. I observed each classroom to determine if these teachers were implementing NOS classroom practices. This study had mixed results and found that two of the four teachers were more informed about the NOS and demonstrated these practices in their classrooms. This study explains how these teachers acquired their NOS and what practices they demonstrated in their classroom.

Additional Information

Publication
Dissertation
Language: English
Date: 2008
Keywords
Alternative Certification, Lateral Entry, Middle school, science teachers
Subjects
Middle school teachers--United States
Science teachers--United States
Science--Study and teaching (Middle school)
Science teachers--Certification--United States