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Explicit Instruction and Student Learning of Argumentation and Nature of Science
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 3) |
| Halaman | : | 325-349 |
| Abstrak | : | The study investigated how explicit instruction of argumentation-in the context of socioscientific issues (SSI)- and explicit instruction of NOS, compared with explicit instruction of argumentation only, can develop grade 10 students’ argumentation skills and NOS conceptions. Participants were 36 grade 10 students enrolled in two sections that were randomly assigned into two groups: Treatment and Comparison. The treatment lasted for 4 months and involved two units about autotrophy and the nervous system. Both the Treatment and Comparison group participants received explicit instruction of argumentation -in the context of SSI. Yet, the Treatment group participants experienced explicit instruction of NOS. To assess participants’ argumentation skills and NOS conceptions, they were pre- and post-tested using two open-ended questionnaires as well as individual semi-structured interviews. Results indicated that there were improvements related to the learning of argumentation skills for partici pants in both the Treatment and Comparison groups, who experienced explicit argumentation instruction. Yet, the degree of improvement varied between the two groups, favoring the Treatment group. Results also showed developments in the NOS conceptions of the Treatment group participants who experienced explicit instruction of NOS and argumenta tion. These results were interpreted along the following themes: instruc tion of argumentation, instruction of NOS, and coupling of instruction for argumentation and NOS. |
“Evaluate What I Was Taught, Not What You Expected Me to Know”: Evaluating Students’ Arguments Based on Science Teachers’ Adaptations to Toulmin’s Argument Pattern
| Pengarang | : | Lazarou, Demetris,Erduran, Sibel |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 3) |
| Halaman | : | 306-324 |
| Abstrak | : | The paper examines how science teachers’ instructional adaptations to Toulmin’s Argumentation Pattern (TAP), made during the first time the framework is introduced to students as a learning heuristic for struc turing their arguments, could contribute to the way the quality of students’ arguments is evaluated. We first depict these adaptations, that mainly refer to the way each component of TAP was defined to students; the sequence one may choose to follow in order to express these components; and the specific argumentative indicators that may be used. We then analyze a number of students’ written arguments in two ways. First we use Toulmin’s own definitions of the components, with the help of argumentative indicators, which is an analytical method often utilized in research studies in science education. Second, we compare and contrast this analysis with a supplementary analysis that mainly uses, as coding categories, the teachers’ adapted definitions of the TAP’s components. The findings of the study suggest that, an awareness of the adaptations that science teachers make to TAP during the first time it is introduced to students seems to improve the trustworthiness of the analysis of students’ work and of their learning outcomes. |
Elementary Preservice Teachers’ Challenges in Designing and Implementing Socioscientific Issues-Based Lessons
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 3) |
| Halaman | : | 350-372 |
| Abstrak | : | eracy skills among K—12 students. Elementary preservice teachers (PSTs), however, are reluctant to implement SSI due to a lack of confidence with content knowledge concerning SSI and pedagogical abilities. Existing research focuses on helping PSTs overcome these concerns through microteaching, adapting existing curricula, and experiencing SSI through methods courses. While it has been noted that formal preparation is required for PSTs to feel confident in their abilities to facilitate SSI, little has been done to prepare elementary PSTs to facilitate SSI during field experiences. PST’s concerns regarding science instruction with SSI are speculative since existing empirical evidence has been collected outside the context of the classroom. In this qualitative multicase study, we explored the challenges identified by three elementary PSTs as they facilitated SSI in the classroom. Community of practice (CoP) meetings provided formal training to prepare these participants’ PSTs to facilitate SSI. Recordings of the CoP meetings, lesson plans, observations, and interviews served as data sources. Analysis revealed the following challenges as themes: student concerns, time constraints, and obstacles implementing the SSI frame work. We present findings associated with each of these themes and identify implications for preparing elementary PSTs for SSI instruction. |
Are pre-service educators prepared to implement personalized learning? : an alignment analysis of educator preparation standards
| Pengarang | : | Ling Zhang...[et al.] |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 219-235 |
| Abstrak | : | Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation. |
Compare Synchronous and Asynchronous Online Instruction for Science Teacher Preparation
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 3) |
| Halaman | : | 265-285 |
| Abstrak | : | Online teacher education is an important alternative in response to the problem of teacher shortage. The format of interaction is critical in leveraging social and intellectual connection between learners. Yet, few studies have examined this issue in online teacher preparation. In this study, we examined two commonly used interactional formats that are synchronous and asynchronous interaction. We separated 145 pre-service science teachers into four groups experiencing face-to-face interaction (G1), synchronous interaction through online meetings (G2), asynchronous interaction through online forum (G3), and indivi dual work without interaction (G4). The four groups received the same curriculum and the impact of instructors on peer interaction was controlled. We compared pre-service teachers’ social and cognitive presences and their science teaching using the 5E model between the four groups. The results show that the two groups with synchro nous interaction (G1 and G2) outperformed the one with asynchro nous interaction (G3) and no interaction (G4) in social presence, cognitive presence, and science teaching. Pearson correlation data suggest that the participants’ social presence correlated largely with cognitive presence and their teaching practice to some extent. However, cognitive presence correlated poorly with the teaching practice. The findings provide empirical evidence supporting the importance of interaction in online instruction. Synchronicity was positively related to the pre-service teachers’ connection to peers in the learning community, which entailed better interaction with con tent but might not necessarily promote their cognitive learning out come. Implications for online teacher preparation were also discussed. |
Case-based Instruction in Science Professional Development: Bilingual/ESL Teachers Reflect about Science Subject Matter Knowledge and Pedagogy
| Pengarang | : | Pando, Magdalena,Aguirre-Muñoz, Zenaida |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 3) |
| Halaman | : | 286-305 |
| Abstrak | : | This article is a qualitative study that explored bilingual/ESL science teachers’ reflections about subject matter knowledge (SMK) and instruc tional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners. Case- based instruction was used in their science coursework to present teachers with authentic learning experiences about science teaching and learning to foster critical reflection about theorizing SMK into instructional practice. Using semi-structured interview methods we col lected data to analyze teachers’ reflections about science SMK and instructional practice. Teachers were interviewed using content- specific cases (vignettes) about density, circuits, food webs, and heat. Teachers were asked to identify underlying concepts case teachers/ students held in each vignette. They were then asked to critically reflect on the instructional practices of the case teacher to reflect on how they would either teach the content similar to or different than the case teacher. Findings revealed that most teachers disagreed with the less than ideal teacher practices presented in the cases. After identifying underlying concepts, teachers critically reflected to suggest more effec tive ways of teaching science content to English Learners (ELs). Hands- on learning, systemic teaching, disciplinary language use in inquiry design, and differentiating content were emphasized as more effective instructional practices by cohort teachers. Implications suggest that even the most minimal reflection about content provides rich opportu nities for reflection about pedagogy, making it an essential component of professional development. |
Teaching summative assessment : a curriculum analysis of pre-service language teacher education in sweden and finland
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 203-218 |
| Abstrak | : | The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered. |
Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform
| Pengarang | : | J. Panglaykim. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 2) |
| Halaman | : | 148-166 |
| Abstrak | : | A growing body of work regarding teacher learning and implementa tion of reform has pointed to the significant role organizational con texts play in shaping teachers’ engagement with reform and their implementation decisions. Within science education, the adoption of the Next Generation Science Standards (NGSS) and standards reflec tive of the Framework for K-12 Science Education by states in the US and Canada resurfaces a need to attend to teachers’ contexts in designing for the integration of these standards. To date, however, instructional contexts are generally cast as barriers to implementation and there is a scarcity of conceptual tools being utilized that support mature understandings of teachers’ learning and decision-making in context. In this paper, we review prior literature on the relationship between teachers’ organizational contexts and their learning and implementa tion of reform in science and other disciplines. We then present a conceptual framework rooted in organizational theory that can support nuanced understandings of teacher learning and implemen tation and guide the development of teacher-learning contexts. We argue that using a lens of organizational sensemaking complicates the teacher–context relationship for learning and implementation of reform and recasts teachers’ contexts and local expertise as important levers for learning. We conclude with a set of practices to guide the design of professional learning contexts that reflects this framing and that may enable deeper engagement and learning of science teachers in the context of reform |
Preservice Secondary Science Teachers’ Implementation of an NGSS Practice: Using Mathematics and Computational Thinking
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 2) |
| Halaman | : | 188-209 |
| Abstrak | : | We investigated six preservice secondary science teachers’ implemen tation of reform-based science, in particular, their teaching of the Next Generation Science Standards’ (NGSS) science and engineering practice of using mathematics and computational thinking. A modified version of the Task Analysis Guide in Science served as our conceptual frame work: It assesses both the integration of practices and content (i.e., the kind of thinking required), and the cognitive demand of tasks (i.e., the level of thinking required) in teachers’ lessons. We used this framework to qualitatively analyze our preservice teacher participants’ edTPA (teacher performance assessment) lessons—including their written commentaries, video-recorded lesson excerpts, and student work sam ples—for their implementation of the NGSS using mathematics and computational thinking practice. We examined (1) the integration of the mathematical content and practices outlined in the Common Core State Standards for Mathematics within the target NGSS practice, and (2) the cognitive demand of the mathematics in relation to science and mathematical practices. We found that four of our six preservice teachers implemented lessons that were integrated and cognitively demanding: These participants used the mathematics to move stu dents’ understanding of the science phenomena forward. However, the other two participants implemented lessons that integrated math ematical content and practices but were low in cognitive demand. We conclude with implications for how teacher education programs can better support preservice teachers’ implementation of lessons that are both integrated and cognitively demanding so as to promote stu dents’ mathematical reasoning and scientific sensemaking. |
Reframing high-quality mentoring : between teacher mentoring and visions of teaching as a profession
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 186–202 |
| Abstrak | : | Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor–teachers’ work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that accomplished mentor-teachers promoted and their practices and found four mentoring styles that characterized these mentors. After, it interrogated how the mentoring styles interrelated with three distinct visions of teacher professionalism (teachers as intellectuals, craftspeople, or artists). Findings challenge the idea that mentor-teachers’ work can be evaluated as either advancing or degrading teacher professionalism. The study questions this framing of mentoring literature and suggests that a bipolar logic could mislead us to forsake essential aspects of mentoring, for instance, ones associated with apprenticeship relations. The study concludes by offering to replace the bipolar logic with a more balanced consideration of the different aspects of teacher mentoring. |