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From Play to Pedagogy: Formative Childhood Experiences and the Development of Preservice Elementary Science Educators
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| Pengarang | : | Gross, Lisa,McGee, Jennifer,James, Joy,Hodge, Carrie |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 856–871 |
| Abstrak | : | In this study, we explore the concerns of elementary education (ELED) teaching candidates regarding teaching science in the outdoors and how their apprehensions might have been shaped by their recollected Environmental Socialization (ES) experiences during childhood. Qualitative and quantitative survey data were collected and analyzed using convergentmixedmethodsdesign.Dataincludedresponsestoan open-ended question about their concerns teaching outdoors, responses to a Likert-type question about fear teaching outdoors, and responses to the frequency of recollected ES experiences. The open ended question was coded first for themes and five themes emerged. Quantitative data from recollected ES experiences were then used to classify ELED candidates as either Low ES or High ES and then responses to the open-ended item were reanalyzed to examine differences by group. Additionally, the response to a Likert-type item about fear of teaching in the outdoors was statistically examined for group differ ences. Overall, ELED candidates recalled significantly higher participa tion in DE-D (Stage 1) ES experiences and much less participation in EFS (Stage 2) ES experiences. Statistically significant differences were found betweenLowESandHighEScandidates,inadditiontostark contrasts in their reporting ofconcerns. Weposit thatthelackof EFSexperienceshas the potential to impact how these future elementary teachers will choose to engage in outdoor teaching opportunities. |
Pakistani Science Teachers’ Experiences of Professional Development: A Phenomenological Case Study
| Pengarang | : | Demir, Kadir,Qureshi, Azhar M |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 838–855 |
| Abstrak | : | The purpose of this phenomenological case study was to study how secondary school science teachers describe their lived experiences of professional development (PD) in Punjab (Pakistan). The study included 15 secondary public school science teachers using purposive sampling from Punjab. Semistructured, in-depth phenomenological interviews were used as the primary source of data. The data were analyzed using 3-stage coding methods and thematic analysis. The results indicate that science teachers are the major stakeholders in their PD and they should be taken on board before designing any PD program for their professional growth. The findings strongly suggest that PD efforts for science teachers in Punjab need to be reformed. The barrier to PD learning in this study existed in different forms and mostly related to institutional and administrative procedures of select ing trainers and teachers, discipline-specific content, participant selec tion, and access. The study draws the attention of policymakers and PD providers to the fact that science teachers cannot act as expected unless their needs and voices are included in the PD efforts. |
Secondary Science Teachers’ Reported Practices and Beliefs on Teaching and Learning from a Large National Sample in the United States
| Pengarang | : | Boesdorfer, Sarah,Carlo, Dawn I. Del,Wayson, Jessica |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 815–837 |
| Abstrak | : | Recent adoption of the Next Generation Science Standards (NGSS) across the United States has prompted teacher educators to reexamine effective strategies to improve science teachingpractices thatalign with the principles ofthe NGSS.Pastresearch attemptedtoaddresschanging teaching practices by examining the alignment—or lack thereof—with teachers’ beliefs on teaching and learning. Recently, teachers’ beliefs on student learning and beliefs on teaching were examined separately and results suggest that practices align better with beliefs on learning rather than teaching. However, these studies are small and ascertain the belief structure first as a lens for examining practice. This article presents the results of a nationally disseminated questionnaire (N =474) thatfirst asks secondary science teachers to self-report on classroom practices and then indicate beliefs on the purpose for specific practices and teaching tools. Overall, teaching practices align better with the practices teachers report believing are better for student learning, rather than those they believe represent “good teaching.” Additionally, chi-square and one-way analyses of variance (ANOVAs) indicate that these beliefs and consequently practices are unchanged when experiences such as continued education, years of teaching experience, and specificprofes sional development activities are taken into account. Secondary science teachers’ beliefs on student learning appear stable regardless of experi ences, and ultimately shape their teaching practices. Consequently, as teacher educators, we must first address teachers’ beliefs on student learning before expecting to see change in teaching practices that better align with the NGSS |
Elementary Teachers’ Enactment of the NGSS Science and Engineering Practices
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 788–814 |
| Abstrak | : | This paper reports findings from a two-year investigation on the impact of a professional development (PD) program on second grade teachers’ science teaching practice, particularly of the Next Generation Science Standards Science and Engineering Practices (NGSS SEPs). The aims of this study were three-fold: 1) identify which SEPs teachers enacted during classroom instruction at the start and end of the PD; 2) explore the ways in which the SEPs were enacted; and 3) explore trends in self-efficacy and confidence of teaching the NGSS SEPs at mid and end points of the PD compared to the start of the program. Analysis of classroom observations revealed that, at time 2 (end of PD), teachers tended to incorporate more of the practices into instruction, with the greatest increase experienced by SEP 7 Engaging in Argumentation. Students also played a more active role in enacting each practice. Classroom observations revealed that, at both time 1 and time 2, teachers successfully utilized both general and SEP-specificscaffolds to support student enactment. Moreover, rather than teaching each practice in isolation, teachers integrated practices together to reach their lesson objective. While students were able to successfully enact most of the practices, they tended to struggle with specific aspects of argumentation and explanation. Finally, teachers experienced significant growth in self-efficacy and confidence of teaching the SEPs as well as in actual classroom practice. |
Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts
| Pengarang | : | Adler, Idit,Zion, Michal ,Rimerman-Shmueli, Esther |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 763–787 |
| Abstrak | : | This study examined teachers’ expressions of the dynamic character istics of open inquiry, which emphasize the scientific, continuous, and f lexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers’ reflections as they engaged in an open inquiry process. Using both qualitative and quantitative methods, we analyzed teachers’ reflections and characterized their expressions of the dynamic characteristics of open inquiry. The results indicate that metacognitive prompts focused teachers’ attention to the characteristics of open inquiry, which were expressed in their reflections. These expressions varied according to the metacognitive prompts used to support the tea chers. The results have implications for teachers’ professional devel opment, specifically for the design of metacognitive prompts to support teachers in internalizing the dynamic nature of open inquiry. |
Teaching and Learning of Nature of Scientific Knowledge and Scientific Inquiry: Building Capacity through Systematic Research-Based Professional Development
| Pengarang | : | Lederman, Judith S,Lederman, Norman G. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 737–762 |
| Abstrak | : | This study provides an example of a systematic professional development project designed to build capacity for the teaching of nature of science and scientific inquiry, while not sacrificing the learning of more traditional science subject matter. Specifically, this project examined the impact of a 5-year professional development project on K-12 science teachers’ content knowledge and pedagogical knowledge, and their students’ knowledge,related to nature of scientific knowledge (NOSK) andscientific inquiry (SI). For five years a total of 236 science teachers in K-12 partici pated in the project and over 23,000 students were affected by the project. During each year of professional development teachers engaged in science internships, NOSK and SI activities, model lessons, curriculum development, microteaching presentations, and assessment practices related to NOSK/SI. The pre- and post-test results from the Views of nature of Science, Form D (VNOSK-D) and the Views About Scientific Inquiry (VASI) instruments indicated that teachers and their students significantly improved their understandings of NOSK/SI. In addition, analysis of tea chers’ microteaching lessons showed that there was a developmental continuum of teaching NOSK/SI from implicit to didactic to explicit teaching as teachers progressed through the program. |
Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 716–736 |
| Abstrak | : | This article presents a case of online publishing in teacher education and explores the status preservice teachers (PSTs) associate with this act. Publishing as a teacher education strategy is investigated to inform the use of tutorial products that provide learning and teaching advantages. Motivated by Education for Sustainability, professional vocational publishing provides assistance to teachers, from PSTs, while PSTs learn teaching. In 2014, PSTs designed teaching tools for primary science teachers published on the La Trobe Wildlife Sanctuary (LTWS) Web site. From 92 PSTs surveyed with an 85% response rate, the value, involvement, and quality of tutorial products was attributed to, and raised, when published online. The data suggested that PSTs supported this as a teaching approach and would consider applying it in their future teaching. |
What Students Learn from Engineering Instruction: Perspectives from Elementary Teachers
| Pengarang | : | Pleasants, Jacob,Olson, Joanne K.,Tank, Kristina...[et al.] |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 691–715 |
| Abstrak | : | Engineering design activities are a common way for teachers to incorporate engineering into their science classrooms, as called for by current science policy documents in the United States. However, little is known about how teachers prioritize different learning objec tives during engineering design lessons. Understanding teachers’ thinking on this subject is important for teacher educators because teachers’ beliefs about learning goals influence their teaching prac tices. This study presents elementary teachers’ views on what their students learned during engineering instruction, most of which was in the form of design activities, over the course of a semester. The teachers were participants in a teacher education and professional development project aimed at supporting elementary science and engineering instruction. The results indicate that most teachers described student learning in terms of developing design skills and practices, whereas very few discussed their students’ learning of engineering concepts. Interestingly, teachers also frequently dis cussed students’ learning of the nature of engineering, suggesting that they highly prioritized this outcome. |
Infrastructuring Teacher Learning about Equitable Science Instruction
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 7-8) |
| Halaman | : | 681–690 |
| Abstrak | : | - |
Tantangan hilirisasi batubara di indonesia era joko widodo
| Pengarang | : | Pashya, M. Habib,Gozali, Gufron |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 52 (No. 4) |
| Halaman | : | 685-702 |
| Abstrak | : | Penelitian ini menganalisis mengenai tantangan hilirisasi batubara di Indonesia. Penelitian ini menggunakan metode kualitatif dengan menekankan pada studi kajian literatur. Literatur yang digunakan berupa penelitian-penelitian terdahulu seperti buku, jurnal ilmiah, dan artikel. Presiden Indonesia, Joko Widodomenetapkan proyek hilirisasi batubara tahun 2020. untuk mendukung proyeknya, Jokowi sudah menetapkan beberapa Undang-Undang (UU), termasuk memberikan royalti 0 persen bagi pengusaha batubara. Untuk meningkatkan ekonomi dan menurunkan emisi gas, telah ada 11 perusahaan batubara yang bersedia mengerjakan proyek tersebut. PT. Bukit Asam dan PT. Kaltim Prima Coal adalah dua diantaranya. Perusahaan-perusahaan tersebut akan bergerak dalam proses dbemytil ether (DME), briket, hingga metanol. Namun, perjalanan hilirisasi tidak berjalan dengan baik, setelah Air Product memutuskan mundur sebagai investor. Ada beberapa faktor pendukung, yaitu salah satunya adalah ketidaksepakatan skema pembiayaan dan regulasi. Faktor lain yang menentukan adalah teknologi yang belum memadai dan kalkulasi yang kurang tepat. |