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Supporting the Scientific Practices through Epistemologically Responsive Science Teaching
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 3) |
| Halaman | : | 264-290 |
| Abstrak | : | Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—what we call epis temologically responsive science teaching. Using arguments drawn from existing literature on how to support the scientific practices, we present a theoretical argument that epistemologically responsive science teaching has the potential to scaffold student participation in the scientific practices. We present data from elementary-school pre service teachers (PSTs) in science methods classes to demonstrate their abilities for engaging in this type of responsiveness and use this data to lend intuitive plausibility to our theoretical argument. This work has implications for how we support PSTs in learning about and enacting the scientific practices. |
Preservice Teachers’ use of Discourse to Shape the Construction of Scientific Arguments
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 3) |
| Halaman | : | 291-310 |
| Abstrak | : | The Next Generation Science Standards list scientific argumentation as one of the essential skills for students in K-12 education. Unfortunately, many teachers enter the classrooms without sufficient experiences with or knowledge of, this skill. A discourse analysis of twenty-one preservice teachers was conducted to study how preser vice teachers constructed arguments within small group activities. Findings indicated that the preservice teachers used discourse to establish epistemic authority and deontic status within their small groups. Overall, the findings reveal how preservice teachers use discourse and add understanding to the research gap in argumenta tion discourse. The study has implications for teacher educators. |
Fijian Pre-Service Teachers’ Ideas about Science and Scientists
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 3) |
| Halaman | : | 335-357 |
| Abstrak | : | This paper reports findings from a small study with Fijian pre-service teachers about their perceptions of science and scientists. No known study of this nature has been conducted in Fiji nor in other Pacific Island Countries. The study drew on previous studies using Draw-A Scientist Test as well as critiques of the instrument using qualitative methods associated with critical literacy approach to understand the relationship between Fiji school science curriculum and pre-service teachers’ knowledge of science and scientists. 88 pre-service teachers participated in this study. Data collection included participants’ draw ings and written descriptions of scientists, notes taken during group discussions about their knowledge of science and scientific activities, and transcripts of interviews with some of the participants. While the f indings resonate with similar studies conducted elsewhere, they have particular significance in a Pacific context where countries are attempting rapid technological transformations. |
Exploring Preservice Teachers’ Beliefs about Effective Science Teaching through Their Collaborative Oral Reflections
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 3) |
| Halaman | : | 245-263 |
| Abstrak | : | Teaching effectiveness is increasingly highlighted as an important qual ity in teachers, and teacher education programs have used various approaches to improve preservice teachers’ teaching effectiveness. However, how preservice teachers develop their beliefs about effective science teaching and how they enact them in their field experiences have rarely been explored. To better support preservice teachers’ pro fessional growth, we investigated their beliefs about effective science teaching, by examining their discourses during collaborative oral reflec tion sessions in their early field experiences. We also highlighted the possibility of collaborative oral reflection as a medium for improving reflective experiences by evaluating the quality of the preservice tea chers’ reflections. Theoretical and practical suggestions for science teacher education and future studies are provided. |
Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 2) |
| Halaman | : | 226-244 |
| Abstrak | : | Professional knowledge for science teaching develops over time and interplays with professional experiences in field. In the present study, we explore student teachers’ reflective conversation upon teaching experiences, with pedagogical content knowledge, PCK, as an analy tical lens. The empirical data is based on nine meetings, with groups of 3–6 student teachers with an academic degree, at three different periods during their one-year short-track teacher education program. The findings show how student teachers focus on the PCK compo nent instructional strategies in their discussion. A difference between the different sets of meetings is the increased presence of discussions regarding assessment of student learning. The findings also elicit different ways of relating components of PCK in varying contexts. The shift over time from a focus on teachers’ instructional strategies to also including students’ understanding indicates a development toward becoming a teacher. Even though a structured discussion with theoretically grounded didactic questions is established, it is challenging to deepen the discussion when the student teachers’ varying teaching experiences are present at the same time. Nevertheless, the study shows the possibilities of structured group discussions about field experiences in a collegial setting in a short track teacher education program, regarding student teachers’ devel opment as “becoming teachers.” |
From the Inside Out: Teacher Responses to the AP Curriculum Redesign
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 2) |
| Halaman | : | 208-225 |
| Abstrak | : | From 2012–2015, Advanced Placement (AP) science courses under went a large-scale curricular reform to include more scientific inquiry andreasoning,reduceemphasisonbroadcontentcoverage,andfocus on depth of understanding, with corresponding changes in high stakes AP examinations. In this study, we explored how teachers pre pared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding. Four themes were developed from these data: (1) initial perceptions about the reform including uncertainty, anxiety, and excitement, (2) preparation for reform, (3) impact of time, and (4) intersection of affinity toward the reform with time and uncertainty. Although teachers faced a variety of implemen tation challenges, these did not always influence their professional development (PD) choices. Rather, choices were more often driven by the price and proximity of those activities, resulting in a jumbled mélange rather than a coherent, extended series of learning experiences. Despite a variety of attitudes, beliefs and instructional skills, teacher beliefs about the purpose and value of the reform—over and above their learning experiences—influenced the time needed to transition and to becomecomfortablewiththeredesignedcourse.This study has implications for how teachers may respond to large-scale, top-down, curriculum reforms (e.g., NGSS, Common Core) and how education leaders, policy makers, and PD providers might support teachers in their efforts to adapt efficiently and effectively |
Equity-Focused K-12 Science Teacher Professional Development: A Review of the Literature 2001–2017
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 2) |
| Halaman | : | 151-207 |
| Abstrak | : | Providers of K-12 in-service teacher science professional development programs (PDPs) in the United States are moving to address recent and unprecedented policymaker calls to close achievement gaps in K-12 science learning. Our systematic review of primary, peer reviewed equity-focused PDP studies is intended to inform this movement. We structured our review around the themes of selected studies’PDP context, research design and methods, and outcomes. PDP context and research design and methods were evaluated against relevant effective practices for equity-focused K-12 in service science teacher PDPs. The theme of PDP outcomes was structured around reported teacher and student outcomes. We use these themes to present a coherent picture of previous equity focused PDP efforts. This picture informs discussion and selection of strategies for effective implementation of PDPsdesigned to target the needs of specific traditionally underserved student populations. It also highlights potentially promising lines of inquiry for PDP devel opers and researchers to pursue. |
Beliefs of Teacher Candidates Toward Science Teaching
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 2) |
| Halaman | : | 134-150 |
| Abstrak | : | This study aimed to compare the beliefs of teacher candidates from preschool teaching, classroom teaching and science teaching programs have toward their science teaching. A correlational survey model was applied for the design of the study. The study sample consisted of 236 teacher candidates who were selected using the maximum variation samplingmethodinthe2018–2019academicyear.Thecandidateswere selected from undergraduate students of varying socio-economic back grounds who were enrolled in different departments of public univer sities in Turkey’s eastern, western and central regions. The study data were collected using DASTT-C. Results from the study indicated that a large proportion of the preschool teacher candidates had an explora tory teaching style, that classroom teacher candidates obtained similar scores in traditional and conceptual teaching methods, and that a majority of the science teacher candidates had a traditional teaching style. The scores obtained from the drawings of the teacher candidates were subjected to descriptive analysis based on the sub-scales consti tuting the DASTT-C, and it was found that the teacher candidates from different departments achieved high scores, especially on the “teacher” sub- scale, which indicates that the teacher candidates adopted a traditional teaching style. Furthermore, the teacher candidates obtained lower scores on the “student” sub-scale, which means that they adopted an exploratory teacher style. Finally, the study analyzes showedthatthemaleteachercandidateshadhigherDASTT-Cscores,an indication that they tended to apply traditional teaching styles in the sciences. |
Academic Vocabulary Support for Elementary Science Pre-Service Teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 2) |
| Halaman | : | 115-133 |
| Abstrak | : | The academic language of science includes science content words and words that describe the practices of scientists. The present study examined science vocabulary knowledge and science vocabulary instruction practices of pre-service teachers enrolled in a primary science methods course. This exploratory mixed-methods study pre sents quantitative data of the pre-service teachers’ personal science vocabulary development during their science methods course includ ing science vocabulary instruction strategies in science lessons taught to peers. Despite significant science vocabulary knowledge growth over the course of the semester, there were inconsistencies regarding their applications of science vocabulary and vocabulary instruction strategies. Interviews reveal the challenge of attempting to disrupt years of memorization strategies for learning science vocabulary. We conclude with recommendations for science teacher educators. |
Researching Teacher Agency in Elementary School Science using Positioning Theory and Grammar of Agency
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 1) |
| Halaman | : | 94-113 |
| Abstrak | : | The aim of the study is to better understand teacher agency in the provision of science education to elementary school students. This article takes a specific focus on an elementary school teacher, who positioned herself as agentic in science. The study employs grammar of agency for the operationalisation of human agency in discursive psychological terms. Teacher agency in science is defined in the study as a teachers’ positioning as professionally responsible for science teaching to varying degrees. The instrumental case of Denise, an early years teacher at an elementary school in Melbourne, Australia, provides new understanding of teacher agency in elementary school science developing as a process of self-position ing in relation to institutional practices and professional others, supported by professional development. It is of interest to designers of professional development programs, education researchers and leaders in elementary schools. Implications of the study include greater attention to the notion of relational agency in research and professional development provision for elementary school teachers in science. |