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The Influence of a Pre-Methods Course on Preservice Elementary Teachers’ Self-Perceptions and Abilities for Engineering Instruction
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 6) |
| Halaman | : | 705-725 |
| Abstrak | : | The inclusion of engineering in science learning standards draws atten tion to the need to support pre-service teachers’ ability to teach engi neering to young learners. The purpose of this study was to examine the influence of two courses on pre-service elementary teachers’ self- perceptions of their ability to teach engineering and on their design of engineering activities. We explored whether adding engineering into a science methods course was sufficient and whether experiencing engineering in an Inquiry and Design Course (IDC) first was consequen tial. Despite the absence of pedagogical instruction in the Inquiry and Design Course, the pre-service teachers’ self-perceptions improved sig nificantly. This shift carried into the methods course where a comparison group of pre-service teachers demonstrated major shifts but not to the same extent as the Inquiry and Design Course participants. Similar differences were seen between the two groups’ engineering activities created at the end of the methods course. This study suggests that first learning to engage in engineering, separately and before learning to teach engineering, is an important opportunity that many pre-service elementary teachers are missing. |
Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19
| Pengarang | : | Miller, Emily C.,Reigh, Emily,Berland, Leema K,Krajcik, Joseph |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 6) |
| Halaman | : | 642-663 |
| Abstrak | : | Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to virtual instruction at the beginning of the COVID-19 pandemic. Drawing from classroom observations and interview data, we high light the opportunities and challenges of virtual PBL instruction, with a focus on the features of PBL and the equitable engagement of all students. Findings show that teachers maintained the four features of PBL in virtual instruction, but prioritized different features in response to their own equity goals: Amy, a 5th grade teacher, prioritized collaboration, and Irma, an ELD instructor, prioritized connections to home and com munity. We draw implications for the development of PBL curriculum, in both in-person and virtual instruction, and highlight the value of teacher agency in supporting the ongoing evolution of the PBL curricular model. |
Proposed Teacher Competencies to Support Effective Nature of Science Instruction: A Meta-Synthesis of the Literature
| Pengarang | : | Nouri, Noushin,Saberi, Maryam,McComas, William F.,Mohammadi, Mehdi |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 6) |
| Halaman | : | 601-624 |
| Abstrak | : | Enhancing students’ understanding of aspects of the nature of science (NOS) recommended by the science education community is an important goal of science instruction. This can occur only when teachers are adequately prepared for teaching NOS. However, the science education community is still considering what is needed to enhance the efficiency of NOS instruction with respect to the pre paration of NOS teachers. Based on a qualitative meta-synthesis of recent literature (2009–2018), we propose a framework of compe tencies for what teachers need to know to be an effective NOS instructor. Fifty-eight peer-reviewed journal articles targeting NOS instruction for, and related classroom practices of, preservice and inservice teachers were analyzed. This evaluation resulted in the identification of 20 specific competencies clustered in seven cate gories deemed necessary in the support of effective NOS instruction, generally divided into those that are NOS specific and those directed at more general pedagogical issues. These include (1) general NOS knowledge, (2) subject matter knowledge, (3) knowledge of learners with respect to NOS, (4) knowledge about NOS instructional strate gies, (5) knowledge about NOS assessment, (6) general pedagogical knowledge, and (7) teachers’ motivations and beliefs about teaching NOS. The proposed competencies can be used as a guide for science educators preparing teachers who, in turn, are able to demonstrate NOS competencies and enhance the quality and depth of their students’ learning. |
How Do We Teach Planning to Pre-service Teachers – A Tentative Model
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 6) |
| Halaman | : | 664-685 |
| Abstrak | : | We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We examined how pre-service middle school science teachers planned a 20-minutes microteaching lesson on sustainable development. Six groups of pre-service teachers’ conversations were video recorded, transcribed, and analyzed through practical epistemology analysis and deliberative educational questions, with the aim of extracting empiri cally based components of a model for teaching about planning. Our results confirm that the pre-service teachers’ planning did not constitute a linear process. However, it still had certain regularities. In particular, all components of the planning model reappeared frequently, but were successively dealt with in new ways. Moreover, the pre-service teachers dealt with aspects of planning beyond those of the original model. These aspects concerned questions about (1) planning rules, (2) inauthenticity and (3) sources. We interpreted these aspects as addi tional components which, together with the original planning model, may constitute the beginnings of a general model for how to teach about planning in science teacher education. |
Exploring the Role of Language in Physics Teachers’ Everyday Assessment Practice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 6) |
| Halaman | : | 686-704 |
| Abstrak | : | Although the promotion of students’ language proficiency is an objec tive of all school subjects, many physics teachers self-evidently expect their students to apply sophisticated language repertoires. We assume that this expectation affects how physics teachers assess students’ texts in a classroom assessment. More precisely, we suppose that physics teachers confound students’ achievements in terms of content and language. To our knowledge, there is hardly any research about the role of language in physics teachers’ everyday assessment practices. Thus, to verify our supposition, we conducted an exploratory mixed- method study with 21 German in-service physics teachers. To collect valid empirical data, we asked the participants to assess a selection of four answers to a short essay question written by secondary school students. The four texts were chosen with systematically varied quality in terms of content and language (from low to high). The teachers were asked to think aloud while assessing the students’ texts. Moreover, we conducted post-interviews with the teachers and challenged them to perform pairwise comparisons of the four students’ texts. The verbal reports of each participant were audio-recorded, transcribed, and ana lyzed using multiple techniques (i.e., qualitative content analysis and non-parametric statistics). In summary, the most plausible interpretation of our exploratory findings is that the teachers in our study moderately confound content-related and language-related students’ achieve ments. Finally, the implications of this finding for science education research and science teacher education are outlined. |
A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in ScienceClasses
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 6) |
| Halaman | : | 625-641 |
| Abstrak | : | We present teacher–researcher partnership (TRP) as a way of fostering teachers’ professional learning. Teachers’ participation as research group members is an essential aspect of the partnership. Teachers and research ers share the same goal, which is to improve their understanding of and enhance students’ engagement in science. Project-based learning (PBL) was selected as a means of enhancing student engagement. The activities of the partnership focused on the co-design and enactment of and co- reflection on PBL units. Teachers participated in the design of the data collection process and the interpretation of initial findings. As an indicator of teachers’ professional learning, we examined students’ engagement during different implementations of the PBL units. Student engagement was measured using a situational experience sampling questionnaire delivered via mobile phones. The students’ experiences of scientific prac tices and engagement in actual learning situations were measured in the f irst and second years of the teachers’ implementation of the teaching units. An analysis of the students’ responses showed that the students were 20% more engaged in the second year than in the first year. We argue that TRP has the potential to enhance teachers’ professional learning |
Teachers’ Attempts to Respond to Students’ Lived Experiences
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 5) |
| Halaman | : | 537-557 |
| Abstrak | : | How science teachers attend to key features of teaching scientific phenomena and the overlap with students’ lives is the focus of this study. Our conceptual framework is informed by work on resource ped agogies, which examines how teachers build on students’ language and stories of their lived experiences as a meaningful way to build content knowledge in a discipline. We examined 38 secondary science teachers’ instruction, then purposefully selected 3 teachers who rated highest in being responsive to students’ lived experiences in classroom discussions for an in-depth analysis. We observed 1 unit of instruction in each teacher’s classroom and conducted interviews to examine teachers’ pedagogical reasoning with students’ resources. The findings suggest responsive practices teachers used to draw on students’ lived experiences when planning and enacting phenomena-based instruction. |
Secondary Science Preservice Teachers: Technology Integration in Methods and Residency
| Pengarang | : | Th. Yanti lrawati Eko |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 5) |
| Halaman | : | 578-600 |
| Abstrak | : | The purpose of this study was to describe what and how secondary science preservice teachers (SSPST) implemented technology, in stu dent teaching residency, that they had planned in previous science methods courses. A collective case study approach with purposeful sampling was used to gain understanding of multiple perspectives across prior experience, gender, and content areas. Data included written responses, observations, content analysis of lesson plans, and assessment using the Technology Use in Science Instruction (TUSI) instrument. SSPSTs used a variety of technology during methods and residency teaching. The authors used the TUSI instrument to describe areas of strength and weakness how SSPSTs used technology. This study includes recommendations for science teacher educators to prepare SSPSTs to integrate technology for meaningful learning. |
Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 5) |
| Halaman | : | 558-577 |
| Abstrak | : | The purpose of this qualitative study was to investigate preservice elementary teachers’ science teacher identity development during their participation in the field-based science methods course and a year after. Grounded within the Feiman-Nemser’s thematic frame work of learning to teach, this study utilized a case study approach aimed to examine the experiences that contributed to formation of science teacher identities of two participants uniquely positioned in the teacher education programs at the two sites, USA and Canada. Data collected over a year included science autobiographies, reflec tive journals, interviews, classroom observations, and artifacts. The analysis of the data revealed that experiences and interactions within prior science courses, science methods course and classroom teach ing, and the program itself (a year after), accounted for the changes in how and in what the ways the two preservice teachers think, feel, know, and act as a teacher of science. Findings indicate the impor tance of the framework of learning to teach in shaping preservice science teachers’ identities. The study includes implications for pre service teacher education programs and research |
Environmental Education in the Secondary Science Classroom: How Teachers’ Beliefs Influence Their Instruction of Climate Change
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 5) |
| Halaman | : | 481-499 |
| Abstrak | : | Climate change is complex and controversial in nature, yet seen by educators and policymakers as an important topic to be taught within secondary science education. Teachers’ beliefs about the instruction of climate change are unclear. The presence of contro versy can influence teachers’ instructional decisions causing confu sion about the science of climate change. Therefore, the role of teachers’ beliefs must be considered when examining their instruc tion. This study examined the complex nature of science teacher beliefs about climate change instruction, their practice, and the impact on student outcomes within four marine science classrooms over the course of one semester. Findings suggest teachers have strong beliefs about the anthropogenic causes and implications of climate change, high levels of concern for future generations, and value climate change education. Yet, the controversial nature of the topic, current political climate, and resistance from stakeholders inhibited teachers from espousing these beliefs within their instruction. |