Sentences with phrase «preservice social studies students»

For undergraduate, preservice social studies students with content majors in history, political science, anthropology, sociology, economics, psychology, or geography, it is likely that GIS is entirely lacking.

Not exact matches

By transferring our discussion to a public network comprising nearly 1,000 other social studies teachers, teacher educators, and preservice students, we hypothesized that our students would reap two kinds of benefits.

Mentored field experiences begin with a one - day - a-week school placement in freshman year, include pre-practicum experiences in schools, and culminate with full - time student teaching in a social studies classroom during senior year, affording preservice teachers the opportunity to design and implement inquiry - based, content - rich units of study, and to assess students» learning.

Two weeks after the preservice teachers designed and presented their modelactivities during the sixth week of classes in the fall semester, one student (to be named «Trent» hereafter) inquired about a set of TI - 83s to use withhis onsite, small group teaching lesson, a requirement of the practicum course.Trent had been searching for ways to improve the test scores of these studentswhen he heard during class that using the TI - 83s and StudyCards was one wayin which a teacher had reached her social studies students with special needs.These special needs students had grown - up with GameBoys and other handheldvideo games and were motivated to learn using the TI - 83 since it was a similartype of device.

The richest examples of K - 12 students demonstrating digital citizenship skills were seen in the work samples and reflections of elementary and secondary preservice teachers who taught social studies units.

Throughout this rich dialog, preservice and in - service teachers from around the country, teaching in communities with different values, traditions, curricula, and students, wrestled together with one of the most important and challenging questions in social studies instruction.

As someone familiar with many social practices of Web 2.0, Ed Cator seemed to recognize the value and place of «wild thinking, creating one's own definitions and rules... being «naughty»... and constructing knowledge» with other teachers across time and space; however, this study, coupled with published and anecdotal evidence in teacher education, suggests that many preservice teachers, practicing teachers, and even doctoral students in teacher education have had limited opportunities for professional collaboration or serious epistemic roles in education — especially in school - based professional development and university - based teacher education.

In one particular instance, preservice teachers engaged in a social studies lesson and found that the curriculum and instruction focusing on careers and jobs in society would need to be flexible enough to incorporate student perceptions and experiences.

Preservice teachers would help students with mathematics, science, social studies, or writing and reading lessons and then rotate with the students when the teacher announced their time was up.

Activity 6 introduced AGO Story Maps and Activity 7 required preservice teachers to examine the state's social studies standards, identify one or two learning objectives, and develop an outline of a lesson in which using GIS could effectively help students achieve the learning objectives.

Given their stated lack of desire to teach social studies using the traditional methods they were exposed to as K - 12 students, one would expect that the preservice teachers» expectations of their methods course would be to radically alter their view of social studies and how to teach social studies.