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Shaping Preservice Teachers’ Understandings of STEM: A Collaborative Math and Science Methods Approach
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 666–680 |
| Abstrak | : | Science, technology, engineering, and math (STEM) education has become an international focus of science education curricular reforms. However, few K–12 teachers have the background to authentically teach STEM in an integrated way. This is especially true of elementary teachers, who are often less confident or prepared to teach STEM disciplines independently. Most methods courses for preservice elementary teachers are taught independently by content area (math, science, language arts, and social studies), and seldom model integrated teaching strategies. Preservice teachers should have opportunities to experience and create developmentally appro priate curricula that integrate STEM disciplines. This study sought to bridge elementary preservice math and science methods courses through the modeling of integrated STEM lessons. The researchers who served as course instructors codesigned a STEM unit and colla borated throughout the semester. After explicit modeling and prac tice, surveys and lesson plans were used to determine the preservice elementary teachers’ understandings of STEM and their ability to plan integrated STEM lessons. In both the science and mathematics meth ods courses, the month-long unit on STEM education included expli citly modeled STEM lessons and culminated with preservice teachers planning, teaching, and reflecting on their own integrated lessons. Although misconceptions that a STEM lesson needed to address every discipline remained, the teachers’ ability to recognize and design lessons improved. This study supports the value of collabora tively taught elementary math and science methods courses to pro vide the experiences teachers will need to deliver STEM instruction in their classrooms. |
Comparing Advanced Placement Physics Teachers Experiencing Physics-Focused Professional Development
| Pengarang | : | Ogodo, Justina A |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 639–665 |
| Abstrak | : | Many high school classrooms in the United States have physics teachers who are teaching the subject outside their certified content areas because of a severe shortage of physics teachers. There is a critical need to improve the knowledge base of these out-of-field teachers. This comparative case study examined the instructional practice of Advanced Placement (AP) physics teachers who partici pated in a 3-year physics focused professional development and compared them with other AP physics teachers who did not partici pate in the training. Quantitative and qualitative data were collected from classroom observations, surveys, teacher interviews, and obser ver’s field notes. Results indicate that the teachers who experienced the training had (a) large treatment effect size difference in their instructional practice, (b) changes in their self-efficacy, and (c) obser vable improvement in their pedagogical content knowledge. The result represents initial empirical findings of the impact of the tar geted training on the knowledge base and instructional practice of the AP physics teachers. |
Successful Interdisciplinary Collaboration: Supporting Science Teachers with a Systematic, Ongoing, Intentional Collaboration Between University Engineering and Science Teacher Education Faculty
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 621–638 |
| Abstrak | : | This article reports on a modified faculty learning community (FLC) composed of university faculty from science education and a variety of engineering disciplines. This research investigated the efficacy of an intentional, long-term, ongoing, interdisciplinary collaboration to benefit the development of science teacher education, including engineering, across the kindergarten to college spectrum (K–16). The successful implementation of the modified FLC, and systematic structure provided by project leadership, led to beneficial results for both education and engineering faculty members. A multiple case study approach was used to evaluate faculty motivation to partici pate in an interdisciplinary FLC; whether FLC participation contribu ted to the professional growth and was able to overcome any challenges for faculty participants; which characteristics of FLCs con tributed to project success and mitigated any challenges; and if effective collaboration and overcoming challenges was supported by the overall structure of the modified FLC. Findings indicated that faculty experienced valuable professional growth; with only a minor exception, challenges within groups were able to largely be addressed and did not hinder group progress; and that FLC project leadership structure helped guide groups to successful outcomes. Findings conclude with benefits and advice for others on how to establish successful structured interdisciplinary collaborations and mitigate challenges encountered. Ultimately, FLC projects from this study contributed to the support of K–12 teachers in successfully using the Next Generation Science Standards, including the engineer ing design component, within their classrooms. |
Sampling Strategies for Fast Updating of Gaussian Markov Random Fields
| Pengarang | : | |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 52-65 |
| Abstrak | : | Gaussian Markov random fields (GMRFs) are popular for modeling dependence in large areal datasets due to their ease of interpretation and computational convenience afforded by the sparse precision matrices needed for random variable generation. Typically in Bayesian computation, GMRFs are updated jointly in a block Gibbs sampler or componentwise in a single-site sampler via the full conditional distributions. The former approach can speed convergence by updating correlated variables all at once, while the latter avoids solving large matrices. We consider a sampling approach in which the underlying graph can be cut so that conditionally independent sites are updated simultaneously. This algorithm allows a practitioner to parallelize updates of subsets of locations or to take advantage of “vectorized” calculations in a high-level language such as R. Through both simulated and real data, we demonstrate computational savings that can be achieved versus both single-site and block updating, regardless of whether the data are on a regular or an irregular lattice. The approach provides a good compromise between statistical and computational efficiency and is accessible to statisticians without expertise in numerical analysis or advanced computing. |
Objective Bayesian testing for the correlation coefficient under divergence-based priors
| Pengarang | : | Bo Peng |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 41-51 |
| Abstrak | : | The correlation coefficient is a commonly used criterion to measure the strength of a linear relationship between the two quantitative variables. For a bivariate normal distribution, numerous procedures have been proposed for testing a precise null hypothesis of the correlation coefficient, whereas the construction of flexible procedures for testing a set of (multiple) precise and/or interval hypotheses has received less attention. This paper fills the gap by proposing an objective Bayesian testing procedure using the divergence-based priors. The proposed Bayes factors can be used for testing any combination of precise and interval hypotheses and also allow a researcher to quantify evidence in the data in favor of the null or any other hypothesis under consideration. An extensive simulation study is conducted to compare the performances between the proposed Bayesian methods and some existing ones in the literature. Finally, a real-data example is provided for illustrative purposes. |
Preservice Elementary Science Teacher Attitudes Matter: A New Instrument on Positive Affect Toward Science
| Pengarang | : | Wilder, Otis,Butler, Malcolm B. ,Acharya, Parul,McGill, Michael E. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 601–620 |
| Abstrak | : | This article is focused on the creation of a new scale for measuring preservice teachers’ positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS–S). This new instrument is designed specifically to measure the level of positive affect toward the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on a single factor, positive affect. Reliability is robust, with Cronbach’s alpha of .96. Positive affect has been shown to predict future levels of engagement in domain-specificaca demic subjects and is expected to aid preservice teachers in understand ing the complex relationship between their students’ interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers’ attitudes toward the subject of science and how it might affect the way they teach their future students |
Eliciting Preservice Teachers’ Reading Strategies Through Structured Literacy Activities
| Pengarang | : | Johnson, Heather J.,Mawyer, Kirsten K.N. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 583–600 |
| Abstrak | : | Educational reform needs to address the role of literacy in science if there is to be any hope of achieving the goal of literacy for all U.S. students. For reading to play a more prominent role in secondary science, teacher education programs need to develop and offer courses that familiarize preservice science teachers with disciplinary literacy. This study examines this question: What tacit reading strate gies do preservice science teachers use to understand science texts? This study focuses on structured literacy activities designed to engage preservice secondary science teachers in reading 3 common genres of science texts. Analysis reveals that preservice science tea chers use a variety of general comprehension strategies that are consistent with expert reading strategies. Also, preservice science teachers employ reading strategies that attend to genre-specific text features to understand texts. These findings could be used by science teacher educators to inform the design of science methods and disciplinary literacy courses that scaffold the development of pedagogical content knowledge necessary to teach reading as a disciplinary practice. |
Hypothesis Testing in Presence of Adversaries
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 31-40 |
| Abstrak | : | We present an extension to the classical problem of hypothesis testing by incorporating actions of an adversary who intends to mislead the decision-maker and attain a certain benefit. After presenting the general problem within an adversarial statistical decision theory framework, we consider the cases of adversaries who can either perturb the data received or modify the underlying data-generating process parametrically. Supplemental materials for this article are available online. |
Use of a “Hybrid” Science Notebook by Preservice Elementary Education Teachers: Combining Paper and Digital Tools
| Pengarang | : | Frisch, Jennifer Kreps |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 567–582 |
| Abstrak | : | This case study examines how elementary preservice teacher candi dates used “hybrid” (both paper and digital) notebooks, the extent to which the digital portfolio showed evidence of changes in under standing, and whether candidates plan to use notebooks in their science lesson and unit plan assignments. Activity and reflection entries posted in an online digital portfolio from candidates in 3 science methods courses (each a bounded case) were analyzed for patterns in use and evidence of changes in thinking, and lesson and unit plans were examined to determine whether candidates planned to use some kind of notebook in their teaching. Findings show that when using hybrid notebooks, candidates make use of digital tools, but many prefer having the option to use paper notebooks to synthesize their reflections. Evidence of changes in thinking about science content and pedagogy were found in both paper notebooks and in digital entries, but more often in digital reflections. Instructor modeling might play a role in how candidates plan to use notebooks for learning and teaching. |
May I Have Your Attention: An Analysis of Teacher Responses During A Multi-Year Professional Learning Program
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 549–566 |
| Abstrak | : | Reform documents like the Next Generation Science Standards call for the integration of science practices and content. One such framework that leverages science practices to support learning of content and practices is the Science Writing Heuristic (SWH). This study examined where 33 teachers focused their attention over the course of a 3-year professional development project centered around the SWH approach. Results indicate that teachers tend to focus on broad proxies for learn ing such as student behavior, ownership, and engagement. Participants also focused heavily on curriculum and planning. Despite having a professional learning experience that emphasized student learning, far less attention was paid to student thinking. Implications for research and science teacher educators are discussed. |