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Teacher Candidate Tool-Supported Video Analysis of Students’ Science Thinking
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| Pengarang | : | Johnson, Heather J.,Mawyer, Kirsten K.N. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 528–547 |
| Abstrak | : | Practice-based approaches to teacher education should emphasize strategies that help teacher candidates centralize student thinking in instructional practice while providing a rationale for why student think ing is integral to student learning. This study describes how secondary science teacher candidates engageintool-supportedanalysisofstudent thinking in their own teaching practice through their participation in video clubs. It is empirically grounded in the context of 2 teacher education programs that adopted the Ambitious Science Teaching framework. The framework was leveraged to support teacher candi dates to notice student thinking that is made explicit during instruction, and plan how to respond to student thinking in instructional practice. Analyses of teacher candidates’ critical reflections on their own enact mentsthroughvideoshowthatteachercandidates havethe capacityto notice different categories of student thinking in their own practicewith the support of the tool at relatively high levels of sophistication. Furthermore, we found that general pedagogical ideas, knowledge of science activities, and familiarity with strategies that support ambitious teaching influenced how teacher candidates planned to modify instruc tion based on evidence of student thinking from video clips. Teacher candidates were also able to provide reasoning for these future instruc tional decisions at medium to high levels of sophistication |
Investigating Elementary Preservice Teachers’ Designs for Integrated Science/Literacy Instruction Highlighting Similar Cognitive Processes
| Pengarang | : | Coffey, Debra,Wallace, Carolyn S. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 507–527 |
| Abstrak | : | The purpose of this study was to investigate the ways in which preservice elementary teacher candidates designed integrated read ing and science lessons that evoked the use of similar cognitive skills in both subjects, such as sequencing, predicting, classifying, or noting cause and effect. The authors provided the candidates with a lesson plan template focused on making meaning for hands-on science activities along with appropriate fiction or nonfiction texts. We used qualitative content analysis to determine the candidates’ (a) general approaches to integrated lesson planning, (b) use of pedagogical moves to promote science understanding and reading comprehen sion, and (c) use of essential elements of inquiry-based teaching. Results indicated most candidates demonstrated proficiency and creativity in identifying specific pedagogical moves to highlight stu dents’ cognition and metacognition of similar thinking skills and to drive home the science concepts. We discuss the possibilities for using science to leverage reading comprehension and reading to leverage science understandings in elementary classrooms. |
Exploring the Design of Scaffolding Pedagogical Instruction for Elementary Preservice Teacher Education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 483–506 |
| Abstrak | : | Inquiry, central in science education reforms for decades, is a critical element required in many teacher education programs. However, the instruction of inquiry-oriented pedagogies in those programs has limited impacts on science preservice teachers (PSTs) who arefvn the agent of transforming classroom instruction. The challenges include the limited time PSTs are exposed to the instruction of inquiry in teacher education programs, the gap between educational theories and field practicum of inquiry to which PSTs are exposed, and the less engaging approach to the instruction of educational theories. At the elementary level, there is an additional challenge of PSTs’ low motivation toward science and science teaching. In response to these challenges, we designed an innovative approach of scaffolding pedagogical instruction (SPI) and examined its effec tiveness in promoting PSTs’ competence and disposition toward science and science teaching. In this article, we thoroughly describe the design of SPI and the instrument measuring the learning out comes. We apply paired t tests to compare 85 elementary PSTs’ knowledge of inquiry teaching as well as their science identity and science teacher identity before and after receiving SPI. The findings suggest a significantly positive impact of SPI in preparing PSTs with the competence in and disposition toward inquiry teaching. |
A Role-Play-Based Tutor Training in Preservice Teacher Education for Developing Procedural Pedagogical Content Knowledge by Optimizing Tutor–Student Interactions in the Context of an Outreach Lab
| Pengarang | : | Xuerong Chen,Scharfenberg, Franz-Josef ,Bogner, Franz X. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 461–482 |
| Abstrak | : | To meet the requirements of students’ cooperative learning, our quasi experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might develop more adequate tutor–student interactions during stu dents’ experimentation. Applying the assignment-assistance tutoring model, we combined biology PSTs’ education with our high school students’ outreach program, Genetic Fingerprinting. We developed a role-play-based tutor training in a 2-step (role play and group discus sion) and in a 3-step variant (role play, group discussion, and an additional assignment exercise). We audiotaped and transcribed all PST-tutored experimental phases of one control group (without training) and our two training groups. We categorized 2,865 tutor–student interactions content-analytically regarding adequacy in potentially supporting stu dents’ promotive interaction as a core condition of cooperative learning. We examined the PST interaction patterns identified. Our tutor-trained PSTs, especially those who received 3-step training, showed less inade quate tutor–student interactions compared with control group PSTs. Cluster-analytically extracted intervening interaction types were found only in the control group and the rule-complying type dominated the 3-step group. We discuss our training as an effective approach to develop tutor–student interactions as a component of procedural PCK that is part of PSTs’ initial professional development. |
A Workshop Approach to Developing the Professional Pedagogical Vision of Irish Secondary Preservice Science Teachers
| Pengarang | : | Kampen, Paul van,Finlayson, Odilla,McDonald, Scott,Doughty, Leanne,Grimes, Paul W. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 434–460 |
| Abstrak | : | This article reports on an investigation of a workshop approach to probe and deepen Irish preservice teachers’ (PSTs’) initial professional pedagogical vision of inquiry-based science education (IBSE). In an effort to understand the experiential and historical foundation of their vision, we report on the current culture of science teaching and assessment within the Irish school system and contrast it with the aims set out at a policy level as a way of contextualizing teacher candidates’ ideas about IBSE. We describe a workshop approach designed to engage PSTs in IBSE activities and an analysis framework that allows us to elicit the PSTs’ professional pedagogical vision, specifically the key practices of coding and highlighting, from cri tiques of inquiry activities they carried out in the workshop. We offer the workshop approach as a viable complement to video analysis of exemplary teaching episodes and demonstrate the analytical power of the approach by reporting what practices the PSTs highlighted as constituting IBSE and how they coded the purpose of the practices they highlighted. We use these highlighted practices and coded purposes as indicators of their professional pedagogical vision of IBSE, and reveal the extent to which PSTs adapt the tenets of IBSE to fit in with their desire for students to remember science facts. |
Kebijakan opsen pajak daerah dalam uu no.1 tahun 2022
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | 52 (No. 4) |
| Halaman | : | 663-683 |
| Abstrak | : | Pemerintah memberlakukan opsen sebagai salah satu skema baru dalam perpajakan daerah dalam UU No. 1 tahun 2022 tentang hubungan keuangan Pemerintah Pusat dan Pemerintah Daerah (HKPD). Persoalannya, pemerintah belum menerbitkan peraturan teknis terkait pemungutan opsen di daerah sehingga hal ini menimbulkan ketidakjelasan pengaturan ditengah upaya daerah dalam menyesuaikan aturan terkait Pajak Daerah dan Retribusi Daerah (PDRD). Kajian kualitatif ini dilakukan dengan metode studi literatur terhadap regulasi, teori dan data yang relevan terhadap implementasi opsen. Hasil penelitian menunjukkan bahwa implementasi opsen memberikan dampak positif, baik di level daerah maupun nasional. Kajian ini mengemukakan tiga opsi implementasi opsen antara lain: penerapan sesuai ketentuan UU 1/2022 tanpa adanya inovasi tarif, penerapan dengan berinovasi pada tarif pajak, pokok dan penerapan dengan inovasi pada hasil opsen (memungut sebagian atau membebaskan). Skema opsen akan berjalan dengan efektif melalui penetapan formulasi tarif yang berdaya saing dan administrasi yang akuntable dan transparan. |
JSTE as a Forum for Engaging in Knowledge Generation and Discourses in Science Teacher Education, Equity and Justice-Focused Science Teacher Education, and Professional Learning for Science Teacher Education Scholars
| Pengarang | : | Jensen, Bryant ... [et.al.] |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 5-6) |
| Halaman | : | 429–433 |
| Abstrak | : | - |
Testing for Positive Quadrant Dependence
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 23-30 |
| Abstrak | : | We develop an empirical likelihood (EL) approach to test independence of two univariate random variables X and Y versus the alternative that X and Y are strictly positive quadrant dependent (PQD). Establishing this type of ordering between X and Y is of interest in many applications, including finance, insurance, engineering, and other areas. Adopting the framework in Einmahl and McKeague, we create a distribution-free test statistic that integrates a localized EL ratio test statistic with respect to the empirical joint distribution of X and Y. When compared to well-known existing tests and distance-based tests we develop by using copula functions, simulation results show the EL testing procedure performs well in a variety of scenarios when X and Y are strictly PQD. We use three datasets for illustration and provide an online R resource practitioners can use to implement the methods in this article. Supplementary materials for this article are available online. |
The Price is Right: Analyzing Bidding Behavior on Contestants’ Row
| Pengarang | : | Jonathan R. Potts |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 15-22 |
| Abstrak | : | The TV game show “The Price is Right” features a bidding auction called Contestant’s Row that rewards the player (out of four) who bids closest to an item’s value without overbidding. By exploring 903 game outcomes from the 2000–2001 season, we show how player strategies are significantly inefficient, and compare the empirical results to probability outcomes for optimal bid strategies found in a recent study. Findings show that the last bidder would do better using the naïve strategy of bidding a dollar more than the highest of the three bids. We apply the EM algorithm in a novel way to extract a maximum amount of information from observed player bids. The gained knowledge about a player’s evaluation of merchandise allows us to uncover new insights into player behavior, including the potential effects of anchoring. |
Exact Bayes Factors for the Comparison of Multinomial Distributions
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Statistician |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 7-14 |
| Abstrak | : | This article deals with the problem of comparing multinomial distributions with multiple ordered categories. A graphical procedure is proposed for obtaining the posterior probabilities for the hypotheses of a stochastic dominance relationship, positive cumulative odds ratios, and a likelihood ratio ordering. From these expressions we subsequently obtain exact expressions for the Bayes factors related to these hypotheses. Supplemental materials for running the analysis for the examples presented in the article are available online. |