OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 506 dari 34170, Total: 341698 data)
Preparing Teachers of Science for 2020 and Beyond: Highlighting Changes to the NSTA/ASTE Standards for Science Teacher Preparation
klik untuk membaca file PDF
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 1) |
| Halaman | : | 1-7 |
| Abstrak | : | - |
Pedagogical Content Knowledge in Peer Dialogues between Pre-Service Biology Teachers in the Planning of Science Lessons. Results of an Intervention Study
| Pengarang | : | Weitzel, Holger,Blank, Robert |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 1) |
| Halaman | : | 75-93 |
| Abstrak | : | Prospective teachers perceive peer coaching as a supportive learning opportunity providing benefits in peers’ engagement in active learning, communicativecompetences,andcriticalthinkingaboutteaching.Little is knownaboutwhetherpeercoachingalsopromotesthedevelopment of pedagogical content knowledge (PCK) in teacher education, which is regardedasacentraldimensionofteachers’professionalknowledge.We used a mixed-methods design to investigate whether Content-Focused Peer Coaching (CPC) supports pre-service biology teachers in planning lessons for teaching scientific methods. Pre-service biology teachers (N = 65) from three Swiss and one German university were trained on CPC.Afterthetraining,thepeerswereaskedtoplanalessononteaching scientific methods and to refine their lesson plans in a CPC session. The participants of a control group (N = 53) were given the same task but received no training for CPC. Then, 118 peer dialogs were videotaped, transcribed and analyzed together with the lesson plans (including objectives, timing, instruction materials, procedures and evaluations) via qualitative content analysis focusing on PCK. The results show that the peers of the intervention group discuss a wider range and a larger number of PCKissues than the control group and record more changes in their planning documents. However, the results also reveal that important PCK issues are rarely addressed in the peers’ lesson-planning dialogs(e.g., dealing withstudents’ conceptionsandreflectingonlesson processes and results). Therefore the potential of peer coaching approaches to develop PCK might be limited. |
Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 1) |
| Halaman | : | 56-74 |
| Abstrak | : | Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers’ ability to support their literacy needs. In this quasi experimental study, we examine the effect of teacher’ involvement in intensive professional development designed to deepen secondary science teachers’ knowledge of evidence-based morphological awareness practices and implementation of evidence-based morpho logical awareness instruction, and to improve students’ science voca bulary knowledge. Teachers (n = 6) increased their knowledge of evidence-based morphological awareness practices and use of evi dence-based morphological awareness instruction. Furthermore, their students’ (n = 55) knowledge of science vocabulary improved. We provide recommendations for future research, and discuss implica tions for the way districts and teacher educators design professional development and for improving the accessibility of science content. |
Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms
| Pengarang | : | Bowers, Nicole,Merritt, Eillen,Rimm-Kaufman, Sara E. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 1) |
| Halaman | : | 34-55 |
| Abstrak | : | Across the country, states are adopting and implementing either Next Generation Science Standards (NGSS) or new state standards inspired by NGSS. Educators and researchers play a key role in the reform process as we design professional development (PD) and curriculum to support teachers in transitioning to NGSS. In this time of transition, close analysis of NGSS classroom enactments in elemen tary school can help us design better supports. Our study uses the framework of teacher adaptive expertise (TAE) to conduct a qualitative content analysis of five different fourth-grade teachers enacting the same NGSS lesson, Producing Electricity. To accomplish our analysis, we first synthesized existing literature and refine a working model of TAE in the field of elementary science education. In applying the lens of TAE to our data, we also develop a model of teacher routine expertise (TRE). We empirically illustrate three char acteristics of TAE in our study: allowing student agency, adapting to student emergent understanding, and facilitating student-centered science discourse. Our study shows how different teachers use TAE and TRE moves in varying degrees when enacting the same lesson. Our results indicate that TAE moves align with NGSS shifts in the elementary science classroom while TRE moves reflect a more tradi tional science classroom. Our results have implications for the design of in-service teacher supports during this time of reform. |
Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning
| Pengarang | : | Garner, Joanna K,Kaplan, Avi ,Hathcock, Stephanie,Bergey, Bradley |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 1) |
| Halaman | : | 8-33 |
| Abstrak | : | Twocommongoalsofscienceteacher professional development (PD) are increased content knowledge (CK) and improved readiness to teach through inquiry. However, PD assessment challenges arise when the context is structured around inquiry-based, participant-driven learning, and when the content crosses scientific disciplines. This study extended the use ofconceptmappingasanassessmenttoolforexaminingchanges in the content knowledge of 21 high school science teachers who parti cipated in a field-based environmental science summer institute. The scoring rubric focused on documenting concepts, links, and map organi zation and scope in an attempt to capture development of cross disciplinary knowledge in ways that correspond with theories of expertise development. The analysis revealed significant gains from pre-PD to post PD maps in the sophistication of links between concepts and in the number of additional, participant-generated scientifically valid concepts. Relative to the initial maps, post PD maps also manifested more complete clustering of concepts. Findings are discussed in reference to previous studies on teachers’ learning and implications for future research using concept mapping as a means of assessing teacher PD. |
The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers
| Pengarang | : | Ma, Hongming,Green, Monica |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 8) |
| Halaman | : | 890-910 |
| Abstrak | : | Despite being increasingly popular within broader educational dis course, place-responsive pedagogy is less apparent in science teacher education. This paper investigates the perspectives of pre-service tea chers in a science education course informed by place-responsive peda gogy in a Bachelor of Education (primary) program at an Australian regional university. The place-based study belongs to longitudinal research that examined the impact of the modified science course hallmarked by university–school partnerships and science lessons con ducted by pre-service teachers with children from rural and regional schools in Gippsland, Victoria in a wetland and school ground setting. The study and science course were framed by a place pedagogy frame work. Using this framework, we examine how pre-service teachers view and understand the affordance of places for teaching science. The study employed a document analysis of coursework essays as well as follow- up semi-structured interviews with two pre-service teacher cohorts (wetland and school ground). Findings indicate that pre-service tea cher’s exposure to place-responsive frameworks helped build their awareness about the affordance of place for science teaching. Challenges associated with taking science beyond the conventional classroom are also identified and discussed. |
Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 8) |
| Halaman | : | 934-951 |
| Abstrak | : | This study explores the culture of physics departments in Sweden in relation to physics teacher education. The commitment of physics departments to teacher education is crucial for the quality of physics teacher education and the way in which physics lecturers talk about teacher education is significant, since it can affect trainees’ physics learning and the choice to become a physics teacher. We analyzed interviews with eleven physicists at four Swedish universities, looking for assumptions in relation to teacher training that are expressed in their talk. We found five tacit assumptions about physics teacher training, that together paint a picture of trainee physics teachers moving in the “wrong” direction, against the tide of physics. These are the Physics Expert Assumption: the purpose of all undergraduate physics teaching is to create physics experts. The Content Assumption: the appropriate physics content for future school physics teachers is the same as that for future physicists. The Goal Assumption: the role of a school physics teacher is to create new physicists. The Student Assumption: students who become physics teachers do not have the ability to make it as successful physicists. The Teaching Assumption: If you know physics then it’s not difficult to teach it. We suggest that these five assumptions, if perpetuated without reflection, risk working against high quality physics teacher education. For physics teacher educators, our results can be used as a lens to reflect on the local departmental culture and its effect on teacher education. |
Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 8) |
| Halaman | : | 911-933 |
| Abstrak | : | Recent research and reform efforts in science education have consis tently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education pro grams themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective prac tices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, poten tially serving as a powerful tool for program design. |
Probing into Pre-Service Science Teachers’ Practices of Scientific Evaluation and Decision-Making on Socio-scientific Issues
| Pengarang | : | Ceyhan, Gaye D,Lombardi, Doug,Saribas, Deniz |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 8) |
| Halaman | : | 865-889 |
| Abstrak | : | A common practice amongst scientists is to evaluate the connections between evidence and claims about natural and human-induced phe nomena. Teacher education coursework may improve understanding of this important activity and facilitate teachers to implement evidential thinking approaches into their future science teaching. Instructional scaffolds that actively engage students in scientific evaluation can be introduced in teacher education programs to increase pre-service teachers’ understanding of critical evaluation as a scientific practice. The purpose of this qualitative exploratory study was to investigate pre-service science teachers’ critical evaluation and decision-making practices using scientific evidence to consider competing, alternative explanations about controversial phenomena (genetically modified organisms and climate change). In this context, we analyzed pre- service science teachers’ evaluations about the connections between scientific evidence and alternative explanations, as well as their decision- making practices by examining their certainty and plausibility judg ments. Our findings indicated that participants’ associations between evidence and explanatory models, their evaluative reasoning practices, and the correctness and complexity of their evaluations revealed varia tions in both topics. The participants’ evaluation and decision-making practices also showed disputes with their plausibility judgments about alternative explanations, as well as the certainty of their evaluations. The f indings were discussed in the light of the literature and suggested that critical evaluation is a scientific practice that should be explicitly taught in teacher education programs to increase pre-service science teachers’ engagement and understanding of evidence-based decision-making practices. |
Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 805-829 |
| Abstrak | : | The vision of the Framework and NGSS requires important shifts in teach ing approaches and instructional materials. We argue that this commit ment to engaging learners in meaningful practice and supporting students’ epistemic agency entails that we support coherence from the students’ perspective. This coherence arises when students see their science work as making progress on questions and problems their classroom community has committed to address, rather than simply following direc tions from textbooks or teachers. We present an instructional model, storylines, to support this form of coherence. The storylines approach includes design principles for engaging students with phenomena and problems to elicit their own questions that teachers, with support of curriculum materials, use to guide the trajectory of their sensemaking. We describe how storylines organize cycles of engaging with phenomena, questions, and sensemaking to incrementally build, test, and revise expla natory models and design solutions. Storylines are supported by a collection of instructional routines and norms that provide strategies and tools to guide teachers’ work with students around phenomena, questions, and sensemaking. The routines reflect strategies for eliciting questions from anchoring phenomena, navigation to engage students as partners in managing the direction of investigations, problematizing to help students find gaps in their work so far, and putting pieces together to support students in assembling what they have figured out. We present examples from elementary, middle, and high school storyline-based units awarded the NGSS design badge to illustrate the application of these design principles in the design and enactment of storyline-based units. |