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| Pengarang | : | Ari Darmawan |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 7-17 |
| Abstrak | : | - |
GEREJA AWAM
| Pengarang | : | Dominica |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | VI/- (No. 0) |
| Halaman | : | 2-6 |
| Abstrak | : | - |
The Journal of Science Teacher Education in 2019: A Year in Review
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 359-361 |
| Abstrak | : | - |
Teachers’ Pedagogical Reflections on the Next Generation Science Standards
| Pengarang | : | Castronova, Marisa,Chernobilsky, Ellina |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 401-413 |
| Abstrak | : | This paper reports the qualitative analysis of science teachers’ pedago gical reflections while attending institutes focused on the Next Generation Science Standards (NGSS). The researchers collected reflec tion slips from 165 science teachers (K-12) across 14 different NGSS institutes. To analyze the data, researchers classified teachers’ written thoughts using the six subscales included in the Science Teachers’ Pedagogical Discontentment (STPD) scale. Doing so revealed that tea chers often grounded their reflections in three-dimensional instruction. Looking closely at each dimension, teachers reflected on science and engineering practices (SEPs) more often than the dimensions of disci plinary core ideas (DCIs) and crosscutting concepts (CCs). However, these latter dimensions incited discontentment more than SEPs. Teacher thinking was not confined to classroom practice. A portion of teacher reflections cited the planning process as cognitively demand ing, thus, supporting a broader definition of pedagogical discontent ment. When considering how teachers realized a mismatch in practice and/or planning, institute discussions incited discontentment to a higher degree than doing an activity or watching a reform-based strategy. These research findings have implications for how future professional developments should bestructured to incite dissatisfaction and align teacher thinking with the NGSS vision. |
Preservice Teachers’ Noticing of Instances for Revision during Rehearsals: A Comparison across Three University Contexts
| Pengarang | : | Benedict-Chambers, Amanda,Fick, Sarah J. ,Arias, Anna Maria |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 435-459 |
| Abstrak | : | This study investigated howpractice-based science methodscourses,at three different institutions, provided opportunities for preservice teachers (PSTs) to develop new ways of enacting and noticing ambitious teaching through analyzing rehearsal lessons. We examined 194written rehearsal reflections for similarities and differences in the types of evidence the PSTs attended to, how theyreasonedaboutwhattheynoticed,andtheirrevisionideasforimproving their instruction. The findings suggest the PSTs at the three institutions (a) attended to aspects of their teacher practice and student actions as evidence to decide how to adapt their teaching; (b) used improvement to learning as a key reason to modify the instruction; and (c) focused on ways to revise how they scaffolded science practices for students and supported student sense making of core ideas. These findings offer insights into the unique affor dances of rehearsal-based reflections in providing opportunities for PSTs to notice and analyze critical features of science teaching. |
Influence of the Sources of Science Teaching Self-Efficacy in Preservice Elementary Teachers’ Identity Development
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 460-481 |
| Abstrak | : | The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers’ science teacher identities and self-efficacy beliefs as they participate in a field-based science methods course. A total of 121 preservice teachers participated, four of which were purposefully selected who held varied initial levels of science content preparedness and confidence to teach. Data sources included pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B, an open-ended questionnaire, two semi-structured interviews with selected participants, written teaching reflections, classroom observations, and artifacts. Data ana lyses included a pre-post repeated measures analysis of variance (ANOVA) design, and the case study approach. The themes generated by using open and axial coding belonged to Bandura’s sources of self-efficacy and Gee’s identity framework. Results indicated statisti cally significant gains in participants’ science self-efficacy beliefs. Qualitative analysis revealed that the nature of prior science experi ences shaped participants’ self-efficacy and identity uniquely. Findings are summarized under four major themes suggesting ways in which Bandura’s sources of self-efficacy played role in shaping preservice teachers’ identity. Emerging from this study was the close connection between the two constructs- self-efficacy and science teacher identity. The study includes implications for preser vice teacher education programs and research. |
MASYARAKAT MODERN MEMILIKI MASA DEPAN
| Pengarang | : | Moltmann Jurgen |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | V/- (No. 0) |
| Halaman | : | 43-56 |
| Abstrak | : | - |
Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards
| Pengarang | : | Kawasaki, Jarod ,Sandoval, William A. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 384-400 |
| Abstrak | : | We report on seven secondary science teachers’ initial efforts to understand and enact NGSS-aligned teaching. After interviewing and observing them over the course of the school year, we found that teachers revised their lessons to include instructional strategies that aimed to meet the demands of the NGSS. Yet at times, the purpose for which teachers used these strategies were misaligned with the demands of the NGSS. This suggests that appropriately supporting teachers during this time of science education reform must include opportunities for them to consider their own instruc tional goals in relation to the goals and demands of the NGSS. We present the strategies and goals identified from interviews with the seven teachers and the observations of their classroom teaching in order to illustrate the professional learning needs of the in-service science teachers in this study. |
Accuracy of Elementary Teachers’ Representations of the Projects and Processes of Engineering: Results of a Professional Development Program
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 4) |
| Halaman | : | 362-383 |
| Abstrak | : | With the growing adoption of the Next Generation Science Standards across the United States, elementary teachers are being called upon to incorporate engineering into their science instruction, creating a need for ways to help elementary teachers better understand what engineering is and how to accurately communicate it to stu dents. The present study examines the effects of a teacher education and professional development project in which elementary student teachers and their cooperating teachers were teamed with engineer ing graduate students to incorporate engineering into grades 3–5 classrooms. By working alongside experts in engineering for a 16 week semester, the project aimed to help participating elementary teachers better understand what engineering is and what engineers do. To assess teachers’ conceptions of engineering, we administered the Draw-An-Engineer Test as pretest and posttest. An important contribution of the present study is our development of a novel approach to analyzing responses from that instrument that is appro priate for adult populations and that also addresses multiple known shortcomings of drawing tasks. We found that from pretest to postt est, teachers’ responses became clearer with respect to the processes that engineers use in their work, and they became more likely to represent flowchart models of “the engineering design process.” The teachers’ focus on process, however, was not shared by the engi neers, indicating that the engineers were not simply conveying their own understanding of engineering to the teachers. Rather, the tea chers constructed their own understanding of engineering work that deviated in certain ways from the views of the engineers. |
MAHA RESI DRONA NEGARAWAN DAN ROHANIWAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Fenomena |
| Volume / Edisi | : | V/- (No. 0) |
| Halaman | : | 34-42 |
| Abstrak | : | - |