DE LOS DERECHOS POR OBRAS MATERIALES

The final theme to emerge from this study was the pedagogical considerations of these pre- service teachers. Within the CoRes the pre-service teachers presented their knowledge on the pedagogy of constructivism and inquiry. The teachers also stated that they would have a

terminology and oral language development. This shows a dedication to the introduction of new terminology within the subject of science and catering for non-“English as a First Language” students, a point raised by the practicing teachers.

Under specific ways of ascertaining students understanding or confusion the pre-service teachers listed; on-going assessment, poster presentations, sorting out activities and peer teaching. These points were also echoed throughout the CoRes of the participant teachers. The pre-service teachers did describe some of the specific activities they would carry out. Another interesting development from this CoRes was the pre-service teacher's description of an investigation carried out in the magnetism resource. Here a teacher described how she would use “something large like a Hula-Hoop” to sort out magnetic and non-magnetic items to make the groups more visible to the students. This activity was only added after the pilot stage of the magnetism resource but shows how the pre-service teachers thinking is in line with that of practicing teachers.

As it can be seen, the pre-service teachers PCK appears to be well developed in several areas. Using the three elements of PCK model in this research it is clear that the pre-service teachers have a large bank of methodologies they wish to employ in their classroom, that their content knowledge appears to be lacking in some elements and that they are basically aware of the concepts that influence their classroom context. Once the CoRes had been developed the pre- service teachers were granted a username and password to the learning environment so they could access the resources for a week before the second CoRes session.

6.4.2: Post access to the intervention

The process for developing the second CoRes with the teachers was the same as the first CoRes. After the pre-service teachers had been given access to the learning environment for a week they were asked to develop another mind map through discussion. Figure 27 shows the mind map that was developed by the pre-service teachers.

As it can be seen the Big Ideas that can be identified within this mind map are not vastly different from the previous mind map. A development in the understanding and thinking of the pre-service teachers can be shown however. It can be seen that the pre-service teachers

have developed their knowledge from the idea of magnets in students’ everyday lives to visualising magnetism. This shows a refocus of their ideas which moves from the uses of magnets, a subject which was linked under the heading of magnetic poles and fields previously, to the importance of making magnetism visual for students, which only formed a point in the previous CoRes. It can also be seen that the pre-service teachers have refocused their thoughts on discovery learning and play into evaluating how students work scientifically. This seems to highlight a more broad definition of how students learn science rather than describing it through discovery. The pre-service teachers also maintain their thoughts on the importance of magnetic fields which was a previous Big Idea. Once again the eight questions of the CoRes were asked to the pre-service teachers. Their responses will be described below. The full CoRes developed can be seen in Table 16.

Table 16: Pre-service Teachers CoRes post access to Learning environment

Visualising magnetism Evaluating how students work scientifically

Magnetic Fields

1. What do you intend students to learn about this idea

To recognise that there is a field around a magnet

Students can’t see the field but can imagine it

That they can self evaluate

They can see if the topic is clear to them That they shouldn’t be afraid to ask questions which makes a difference in other classes as well

How to work scientifically

That they are meant to and it is OK to ask questions

How to consolidate their knowledge How to link what they have learned into their knowledge

How to reassess their knowledge to look back over it

How to visualise magnetic fields That students can imagine it without mapping it out

Recognise that it is invisible but there

2. Why is it important for

students to know this Turning abstract into factSeeing real life concepts

Awards a variety of exposure for the students

So students don’t get lost in the topic How to build on their foundations of learning

So students can Assert themselves through questioning

That they know they can ask questions  Needs to be introduced early in a child’s learning

Students have a right to ask questions It is a skill set to develop for the student

So there is a purpose to the activities Link the subject of magnetism to everyday life

Create a broad understanding which can be applied when needed

Capture the interest of students Lead to more questions about magnetism and build on this

3. What else do you know about this idea (that you do not intend students to know yet)

They won’t have seen the field Know the content of poles repelling Different materials allow for magnetism You can make things magnetic

You can see the strength of the force lessening in some experiments

The skills they learn in evaluation carry through to other subjects

That evaluation is a lifelong skill It makes the student comfortable and creates a relaxed atmosphere

Students will get better and go further in their learning

The worlds magnetic fields  Applying a small scale model to the world

separate geographical and magnetic poles

Subject links to geography  Creates a good inclusive lesson for 5th _{and 6}th

“This is how I improve”

It draws attention to a students’ prior knowledge and can aid them in recalling

The various activities to show magnetic fields

Difficulties/ Limitations connected with teaching this idea

Magnet resources including ones of different strength and size

Require a lot of planning to ensure magnets can be visualised

Students not getting the concept and spending more time trying to get it

New unplanned for ideas that the students come up with and adapting to them Both the teacher and students prior knowledge

The lesson is messier classroom management issues

Difficult to keep the students focus You cannot lecture the students

If students have difficulties with the basic concepts they cannot build on that foundation of knowledge

Ensuring students develop their scientific method properly

A teacher must recognise the substance of the activity rather than just carrying out an activity

There is a place for overall assessment of the class to see how well they are

learning as a whole

You can identify individuals with issues by knowing them and if they are quiet A teacher should keep a record of the evaluations

Difficulties with magnetic fields Teacher must have structured leading questions

Make the learning explicit for the students otherwise there could be confusion

Separate the geographical and magnetic poles

The fact that the north Geographic pole is a south magnetic pole

5. Knowledge about students’ thinking which influences your teaching of this idea

Students are curious and stimulated by lessons like these

Introducing different types of learning Making magnets tactile

They are more interested in active lessons Varying teaching methodologies captures interest

Students will be keen to do it again

Students love to talk to each other Students love to ask questions and respond to them

Students enjoy group work and working in pairs

They are influenced by others around them

The student who participates the most will not be isolated but instead each member of the class can participate Students self actualisation will be built upon “we can do it as well”

Confusion with geography

Could be left out if the class is weak in magnetism

Would have to watch peer learning as misunderstandings can be passed easily Eliminate small group learning to ensure that every student identifies the correct information

6. Other factors that influence your teaching of this idea

Difficult to keep focus and not go on

tangent “it feels good” when you understand the subject Evaluating through discussion and questions encourages expression

The teachers desire for learning can drive the lesson

A teachers own interests may aid in the learning