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Change in Elementary School Teacher’s Attitude Toward Teaching Science Following a Pairing Program
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 5) |
| Halaman | : | 500-517 |
| Abstrak | : | This article focuses on the attitude of practicing teachers toward teaching science and technology (S&T). It reports the results of a study conducted with 110 late-elementary school teachers in order to assess their attitude at the end of a particular training intervention. The intervention was based on pairing teachers with pre-university science students (aged 17–19). In the experimental group, all 42 teachers were accompanied by a pre-university student in their class room to conduct activities on topics included in the intervention. We used a mixed-method approach, combining pretest, posttest, and interviews. The interaction effect of factorial ANOVAs was significant for the subconstructs of self-efficacy, context-dependency, and beha vioral intention to teach specific S&T concepts. The interviews suggest that the presence of pre-university students in the classroom had a beneficial effect on teachers’ attitude. |
Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School
| Pengarang | : | Upadhyay, Bhaskar,Atwood, Erin,Tharu, Baliram |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 5) |
| Halaman | : | 518-536 |
| Abstrak | : | This is a case study of a high school science teacher in an Indigenous public school in Nepal. In this paper, we share the success of the science teacher in antiracist and critical pedagogy in his science class. We focus specifically on how the science teacher was successful in drawing stu dents to interact with historical and cultural discrimination through science. Our data analysis identified two themes showing successful antiracist and critical science teaching that is inclusive of diverse cultural experiences. The study points to potential for antiracist and critically oriented science education for social change in the context of the Global South. |
The Journal of Science Teacher Education in 2020: Striving for a Sentient Presence in Turbulent Times
| Pengarang | : | Melville, Wayne ,Verma, Geeta,Campbell, Todd,Park, Byung-Yeol |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 4) |
| Halaman | : | 373-377 |
| Abstrak | : | - |
The Impact of the Cooperating Teacher on Master of Arts in Teaching Preservice Science Teachers’ Pedagogical Content Knowledge
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 4) |
| Halaman | : | 444-468 |
| Abstrak | : | Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs can be critical for their becoming effective in the classroom. Employing a multiple-case study design, this study examined the influence of cooperating tea chers (CTs) on their Master of Arts in Teaching (MAT) preservice science teachers’ (PSTs) PCK during student teaching. The pentagon model of PCK for teaching science served as the conceptual framework for this study, capturing the interactions among the components of PCK and other characteristics that each PST exhibited in each observation. Data from observations, interviews, the researcher’s field notes, edTPA materials, lesson plans, and other artifacts and documents were ana lyzed using three approaches: (1) coding with a priori codes, (2) PCK map approach, and (3) the constant comparative method. Three sali ent features emerged in regard to the influence of the CT on their MAT PST’s PCK: (1) regardless of the instructional types (i.e., co-teaching or PST lead teaching) the CTs did not greatly impact PSTs’ PCK; (2) the influence of the CT on PCK usually happened during the planning and reflection stages of instruction; and (3) negotiating power dynamics was a priority in the PSTs’ instructional decision making that hindered the development of PCK. Implications of this research suggest that PSTs should be given more autonomy during student teaching with a focus on reflection |
Preservice Teachers’ Reflections on Outdoor Science Activities Following an Outdoor Chemistry Unit
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 4) |
| Halaman | : | 425-443 |
| Abstrak | : | Research has called for greater emphasis on outdoor science activ ities in preservice teacher education. Therefore, in this study, preser vice teachers reflect on an outdoor chemistry unit that aimed to model outdoor science activities to be conducted in local settings within short time frames. Data from the preservice teachers’ reflec tions were collected through videotaping discussions conducted in 10 small groups following their participation in the outdoor chem istry unit. The data analysis identified nine themes in the preservice teachers’discussions, which were categorized according to the con cepts of essential aspects of out-door science activities and alterna tive methods of action for outdoor science activities in future teaching practice. The following essential aspects of outdoor science activities were identified: cognitive challenge, prior knowledge, pur pose, structures that support learning, and contextual factors. The methods of action were mostly strategies aimed at supporting and managing the students’ learning outdoors. Discrepancies between the preservice teachers’ discussions of the outdoor chemistry unit, the essential features modeled through the unit, and the literature are discussed, demonstrating the importance of having preservice teachers reflect on a specific outdoor science unit modeled during their teacher education. An implication of this study is the need to support preservice teachers in comparing their previous experiences of outdoor science activities with those modeled most recently. |
Multimodality and the 5R Instructional Model: Biology Teachers Learning to Engage Emergent Multilingual Learners
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 4) |
| Halaman | : | 378-399 |
| Abstrak | : | The purpose of this study was to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning inclusive lesson for emerging multilingual learners (EML). The PD integrated biol ogy content with the scientific practices of using mathematical thinking and multimodal communication strategies to help EMLs. A case study was used to answer (1) How do biology teachers describe their personal PD experience of learning about science communication as multimodal language? And (2) how do biology teachers articulate their use of multi modal language during instructions using the 5R Instructional Model? Thirty-four biology teachers participated for two years. Data from three sources were analyzed using two phases of a priori and one phase of en vivo coding. Three themes emerged (removing the blindfold, vocabulary, and experiencing the Rs) as descriptors of the learning experience (Q1). Three themes also emerged (mathematics as ‘a’ language of science, scaffolding for EMLs means intentional language, and integrating the 5Rs) for how the teachers articulated their use of the 5R Instructional Model (Q2). Results indicate that science teachers experienced a change in their understanding of effective PD and of their role with EMLs.  They valued learning to include practices from Next Generation Science Standards with EMLs and beginning to see the language of science as multimodal rather than just terms. In addition, they began to system atically include the Rs in teaching. |
Investigating the Correlation Between Preservice Elementary Teachers’ Self-Efficacy and Science Teaching Practices
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 4) |
| Halaman | : | 469-479 |
| Abstrak | : | A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary teachers. More specifically, we sought to answer the question: Is pre service elementary teachers’ science teaching self-efficacy correlated to their science teaching practices? To investigate this question, pre service elementary teachers (N = 48) were given the Science Teaching Self-Efficacy Belief Instrument (STEBI-B) and asked to submit a video of their science teaching which was analyzed using the Local Systemic Change Classroom Observation Protocol (LSC-COP). Because LSC-COP produces ordinal data, the relationship between the STEBI-B and LSC- COP was investigated using the Spearman Rho correlation coefficient. Analysis of these data indicate no significant correlation between self- efficacy and science teaching practices. This study highlights the potential risk of using self-efficacy as a litmus test for positive changes in instruction. Although self-efficacy may not be directly related to science teaching practices in the population of preservice elementary teachers, we discuss ways self-efficacy may indirectly impact teaching practice |
Examining Variability in Elementary Science Teachers’ Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 4) |
| Halaman | : | 400-424 |
| Abstrak | : | To support science teachers in learning how to engage in ambitious teaching practices, teacher educators, professional development facil itators, and researchers need to develop a nuanced understanding of the pedagogical content knowledge (PCK) that science teachers access and use in their daily work. Despite the consensus on the importance of science teachers’ topic-specific professional knowledge, the nature of this knowledge remains largely underspecified in teacher education, which makes it difficult to pinpoint how to effectively develop their PCK and limits the development of assessment tools to measure science teachers’ PCK. The purpose of this study was to articulate and organize the topic-specific PCK that science teachers draw upon when teaching about one high-leverage content area within matter and its interactions: phase change. In this study, we focused on two components of teachers’ personal PCK that have been shown in the literature to be critical to the work of teaching elementary science when they: (1) elicit and interpret students’ ideas and (2) select, critique, and generate instructional strategies. Findings from this study show how elementary science teachers’ personal PCK in one content area can vary across PCK components (student ideas and instructional strategies), which further underscores the importance of understanding and assessing the topic-specific nature of this knowl edge. Implications and considerations for developing elementary science teachers’ personal PCK and for measuring their PCK across content topics, grade levels, and teaching contexts are discussed. |
Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 3) |
| Halaman | : | 243-264 |
| Abstrak | : | The Next Generation Science Standards (NGSS) emphasize engaging students in science practices through which students can develop con tent, procedural, and epistemic knowledge of science. To accomplish this goal, science teachers must embed science content in authentic science practice. Successfully integrating content and practice will require significant epistemological and pedagogical shifts on the part of teachers. However, teachers cannot meaningfully achieve this inte gration if they, themselves, do not understand the epistemic under pinnings of the science practices. Given the lack of literature specifically addressing teachers’ epistemic understanding of science practices, we conducted a qualitative study to fill this gap in the literature. Data were collected using an open-ended online survey, and responses from 128 science teachers were analyzed using the constant comparative method. Our results indicate that relatively few teachers exhibited more nuanced epistemic understandings of scientific practice that extend beyond the rigid, linear scientific method presented in science textbooks. Teachers broadly believed that scientific inquiry must begin with a question, seldom cite methodological differences when compar ing two experiments, frequently viewed models as teaching tools for representations and explanation, and hardly discussed computational thinking in terms beyond data analysis. More importantly, teachers viewed that scientific conclusions are heavily influenced by researchers’ perceptions and biases. To enhance science teachers’ sophisticated epistemic understanding of science, we highlight the need not only to engage teachers in authentic scientific inquiry experiences, but also to provide opportunities to learn how to effectively integrate science practices as a coherent system, especially computational thinking and models, into science lessons. |
Silencing equity-minded teacher preparation : how do teacher educators respond?
| Pengarang | : | Kolman, Joni S. ...[et al.] |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 236–247 |
| Abstrak | : | This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators’ race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy. |