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dc.contributor.advisorMartinez, Melissa
dc.contributor.authorEverman, Daphne Jane ( )
dc.date.accessioned2017-01-06T19:35:13Z
dc.date.available2017-01-06T19:35:13Z
dc.date.issued2016-12
dc.identifier.citationEverman, D. J. (2016). Teacher candidates' perceptions regarding the integration of fictional literature into elementary science instruction (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/6413
dc.description.abstractThe purpose of this study was to investigate the thoughts, feelings, and beliefs held by teacher candidates (TCs) regarding the integration of fictional literature into elementary science instruction. Data were collected in the forms of a Q sort completed by two sections of TCs as an in-class activity, demographics and background information filled out by each participant, and two focus groups. The data were analyzed through a blend of Q methodology and Yin’s five phase analysis approach (2011), and a constructivist framework was used to analyze the potential impact TCs’ background had on their perceptions of the use of fictional literature in elementary science. Key findings indicated that while many TCs have limited backgrounds in the use of fictional literature during science and would like more information about how to use it, overall, there was strong support for its use as a science teaching tool because it makes science more approachable, builds excitement, and encourages students to become more engaged.
dc.formatText
dc.format.extent237 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.subjectConstructivism
dc.subjectFictional literature
dc.subjectQ methodology
dc.subjectScience
dc.subjectTeacher candidates
dc.subject.lcshScience--Study and teaching (Elementary)en_US
dc.titleTeacher Candidates' Perceptions Regarding the Integration of Fictional Literature into Elementary Science Instruction
txstate.documenttypeDissertation
dc.contributor.committeeMemberAidman, Barry
dc.contributor.committeeMemberGuerra, Patricia
dc.contributor.committeeMemberNelson Baray, Sarah
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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