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“I Didn’t Know How That Could Come to This Curriculum”: Teacher’s Growth Through the Development of Materials About Nature of Science
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 6) |
| Halaman | : | 610-630 |
| Abstrak | : | This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the National Curriculum for Science in England through historical narratives. The elaboration of these TLPs was carried out as a collaborative experience between the researcher and a participant science teacher throughout one school year, follow ing design principles to inform different cycles of development, teaching—at one classroom (26 students aged 12–13)—and reflec tion about these materials. Using a qualitative approach to data generation (interviews and observational field-notes) and analysis, the main aim of this article is to explore how this researcher–teacher partnership has affected the participant teacher’s professional, perso nal, and social growth. Findings from this teacher’s engagement with the development, enactment, and reflection about these innovative teaching resources will be presented to illustrate how this type of experience can influence, for instance, teachers’ professional devel opment, perceived self-efficacy around NOS teaching and ownership of novel teaching ideas. |
GEREJA SEBAGAI TUBUH KRISTUS MENURUT SURAT PAULUS KEPADA JEMAAT DI EFESUS
| Pengarang | : | Sugiyana .X.F |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VII/- (No. 0) |
| Halaman | : | 28-36 |
| Abstrak | : | - |
How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 6) |
| Halaman | : | 705-718 |
| Abstrak | : | This qualitative case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science tea chers during participation in a professional learning community. Our professional development model specifically employs vertical team ing of teachers from elementary, middle, and high school levels to examine the progression of science content in K-12 classrooms. We describe science teachers’ perspective on how vertically aligned groups supported their professional development. Through qualita tive analysis of five data sources, we found that the fellows showed increased appreciation for vertical articulation of science content in grades K-12 and attributed their professional growth to the experi ence of working with teachers at diverse grade levels. These findings have implications for professional development as it relates to NGSS. |
Emerging, Existing, and Imagined Identities: A Case of Mid Career and Late-Career Secondary Science Teacher Departure/Dropout
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 6) |
| Halaman | : | 654-674 |
| Abstrak | : | In order to improve the retention of science teachers, studies have focused on understanding the issues teachers encounter and identi ties they construct. Most studies examined the early years of teaching science. However, fewer studies of professional trajectory and iden tity examine the departure/dropout of mid-career and late-career science teachers. Using a case study, this research addressed the question, “what are the changes in teaching identity for mid/late career secondary science teachers who chose to leave the profes sion?” The study extended existing research in following (for seven years) two urban teachers (Judith and Barbara) who were first intro duced to the author as participants in a professional development (PD) project. Data collected during and following a four-year PD experience included teacher reflections, interviews, focus groups, observations, teacher artifacts, and researcher notes. Judith entered the PD having completed her fourth year and left at the end of her ninth year. Barbara entered having completed her 14th year and left teaching at the end of her 20th year. Data were analyzed drawing on identity theory and social practice theory. Each teacher’s case (story) was presented as her identity was formed and reformed. A cross-case analysis then provided five themes (wanted to teach, maybe a leader, leaving with deliberation, still a teacher, happy) that became evident from the teachers’ stories. Although no longer teaching high school science, neither teacher saw herself as a “dropout”. Both still asso ciated with “teacher”. Interestingly, both attributed the PD as shaping their trajectory to eventual departure from teaching. |
PEMAHAMAN SAKRAMEN DALAM KITAB SUCI DAN SEJARAHNYA
| Pengarang | : | Andrianus Maradiyo |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VII/- (No. 0) |
| Halaman | : | 20-27 |
| Abstrak | : | - |
GEREJA SEBAGAI SAKRAMEN KESELAMATAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VII/- (No. 0) |
| Halaman | : | 12-19 |
| Abstrak | : | - |
GEREJA SEBAGAI SAKRAMEN KESELAMATAN ALLAH
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VII/- (No. 0) |
| Halaman | : | 2-11 |
| Abstrak | : | - |
“The Goals Remain Elusive”: Using Drawings to Examine Shifts in Teachers’ Mental Models Before and After an NGSS Professional Learning Experience
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 5) |
| Halaman | : | 578-600 |
| Abstrak | : | Teachers’ ability to effectively enact the ambitious vision of the NGSS depends on their understanding of the conceptual and instructional shifts required, and their interpretation of how to implement these shifts in their classrooms. Thus, understanding teachers’ practical knowledge regarding the shifts is an important step in supporting them to effectively implement the NGSS vision. This study used a mental models framework and teacher drawings to examine the practical knowledge of 22 in-service secondary science teachers before and after professional development that was designed to support them to understand and make incremental instructional shifts aligned with the NGSS. Findings indicate that teachers’ mental models shifted in two promising ways. First, teachers recognized that their roles and their students’ roles would need to change, and second, the doing of science looks and sounds different than what was traditionally done in their classrooms. However, findings also suggest that teachers struggled to reconcile new ideas from the PD with their previous mental models of their classroom practice. These findings are significant because they indicate, teachers may have more fully-formed mental models for what science teaching and learning looks and sounds like when it is focused on what most would traditionally think of as classroom science doing (e.g., “doing labs”), or when it includes traditional knowledge dissemination struc tures (e.g., lectures). This has important implications for science tea cher educators and researchers, which will be discussed. |
Science Teacher Education in the Times of the COVID-19 Pandemic
| Pengarang | : | Verma, Geeta,Campbell, Todd,Melville, Wayne ,Park, Byung-Yeol |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 5) |
| Halaman | : | 483-490 |
| Abstrak | : | - |
Pre-service Science Teachers as Curriculum Designers: Learning Opportunities Afforded in Task Selection
| Pengarang | : | Whittington, Kirby,Tekkumru-Kisa, Miray |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 5) |
| Halaman | : | 537-555 |
| Abstrak | : | Instructional reforms in science education require changes in the type of intellectual work students are engaging in. This study explored the cognitive demand of tasks pre-service teachers selected during their full time teaching semester. Using the Task Analysis Guide in Science, we analyzed 177 tasks from the lesson plans that seven pre-service science teachers submitted as part of their student teaching requirement. Analysis indicated many of these tasks afforded limited opportunities for high-level thinking. The study provides implications for preparing teachers to design cognitively demanding learning experiences in science classrooms. |