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Different methods for assessing preservice teachers` instruction : why measures matter
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 168–185 |
| Abstrak | : | Teacher preparation programs are increasingly expected to use data on preservice teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs’ instructional skills, including rater standards. Yet we know little about how these measurement challenges play out in the preservice context specifically. Here, we investigate the reliability and sensitivity of two observational measures. We find measures collected during student teaching are especially prone to measurement issues; only 3% to 4% of variation in scores reflects consistent differences between PSTs, while 9% to 17% of variation can be attributed to the mentors with whom they work. When high scores stem not from strong instructional skills, but instead from external circumstances, we cannot use them to make consequential decisions about PSTs’ individual needs or readiness for independent teaching. |
Interrogating Practice or Show and Tell?: Using a Digital Portfolio to Anchor a Professional Learning Community of Science Teachers
| Pengarang | : | Y. Karmin |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 2) |
| Halaman | : | 210-241 |
| Abstrak | : | Teachers continuously engage in the relational work of sensemaking with students, but they generally do so isolated from colleagues, mak ing individual decisions about their classrooms. Professional learning communities (PLCs), provide opportunities for collaborative profes sional reflection and development among peers centered on the ana lysis of teaching practice. However, PLCs can be difficult to implement in ways that reflect theories of adult learning and are manageable in light of the responsibilities of a teacher. We conducted a year-long case study of a PLC that engaged a group of middle school science teachers using artifacts from a digital portfolio and a framework for high-quality science teaching to explore their teaching practice. The PLC was divided into sessions facilitated externally by a member of the research team and sessions facilitated internally by the teachers themselves. Videos of all PLC sessions and baseline and final interviews indicated that unlike some PLCs described in the literature, participants focused their con versation and interactions on the content of science teaching regardless of who facilitated the session. The discussion was mediated by the digital portfolio tool, its artifacts and an introduced analytical frame work. However, externally facilitated sessions revealed far more analysis of practice, compared to extensive reporting on portfolio artifacts when facilitated internally. The findings suggest that digital portfolios, when combined with analytical frameworks of practice can be important tools for teacher reflection, but attention must be paid to PLC structures and norms that move teachers past ‘show and tell’ and toward more in- depth conversations about practice. |
Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task
| Pengarang | : | Dalvi, Tejaswini ,Mangiante, Elaine Silva,Wendell, Kristen |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 2) |
| Halaman | : | 123-147 |
| Abstrak | : | The Next Generation Science Standards articulate a new vision for K-12 science learning that engages students in disciplinary practices to encourage deeper participation in and understandings of science and engineering. Teacher educators have a major responsibility in helping pre-service teachers (PSTs) develop knowledge of these practices and ways to engage students in the practices. The words comprising the NGSS practices convey specialized disciplinary mean ings. Yet, most PSTs have common sense interpretations of these words, which influence their understanding of the practices from a disciplinary perspective and further influence the way they imple ment these practices in classrooms. This study reports on concep tions of the NGSS practices that elementary PSTs exhibit during a Curriculum Critique and Revision (CCR) task in a methods course at two different university teacher education programs. Using the CCR, PSTs analyzed the presence or absence of NGSS practices within a lesson from a science curriculum guide. Qualitative thematic ana lysis of the PSTs’ responses revealed a wide range of interpretations of the practices. We share these PST conceptions and present find ings that may enable teacher educators to better understand PSTs’ views of the practices. We provide conclusions about the strengths and weaknesses in PST’s understandings for each of the NGSS prac tices and suggest possible implications for the community of teacher educators. |
Exploring Career Change Transitions through a Dialogic Conceptualization of Science Teacher Identity
| Pengarang | : | Smetana, Lara Kathleen ,Kushki, Ali |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 2) |
| Halaman | : | 167-187 |
| Abstrak | : | Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more com prehensive, holistic understanding of teacher learning and develop ment. As yet few studies have examined the unique identity challenges of science teacher career changers. A dialogical approach to the conceptualization of teacher identity informed this longitudinal, qualitative study exploring the different identity aspects, or I-positions, of two individuals who had changed careers to teach high-school biology. The study identified moments of disequilibrium experienced by the participants and explored how they each eventually restored equilibrium. Analysis included tabulation of data using preliminary categories of multiplicity and unity, discontinuity and continuity, social and individual, and the participants’ internal negotiations. Findings revealed various I-positions and the disequilibrium that resulted as competing I-positions emerged during participants’ transition to a new career in teaching. However, there was also a common theme of participants eventually integrating these competing I-positions in an effort to find unity and continuity. The need for teacher preparation programs to support career changers in negotiating I-position conflicts such that they do not become insurmountable is discussed. Implications of depicting identity from a developmental perspective are offered for teacher preparation programs as well as teacher education research. |
Teaching Culturally Relevant Science in Virtual Reality: “When a Problem Comes, You Can Solve It with Science”
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 1) |
| Halaman | : | 7-38 |
| Abstrak | : | Virtual reality (VR) in science classrooms has the potential to enhance students’ learning by bridging the knowledge in the learners’ communities with science instruction. When virtual envir onments reflect students’ culture, it has the potential to influence their attitudes toward the value of science in their community. This qualitative study examined student reflections on learning science using virtual reality software with embedded culturally relevant design elements. After learning how to use this technology, fifty- eight 4th and 5th grade students from urban schools in Northern California were interviewed about their experiences learning science. Students explained how learning science through virtual worlds influenced their perceptions of how science mattered in their lives. Students explained the influence of CRP–VR in impact ing how they saw the value of science in their communities. Implications of this research highlight the need for educational stakeholders to consider the relevance of integrating culturally relevant perspectives in VR technologies. This approach has the potential to position learners and their communities as bearers of scientific knowledge and thus providing a more dynamic learning experience. |
Secondary Science Teachers’ Self-Efficacy Beliefs and Implementation of Inquiry
| Pengarang | : | Kaya, Fatma,Borgerding, Lisa,Ferdous, Tanzimul |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 1) |
| Halaman | : | 107-121 |
| Abstrak | : | The purpose of the study is to understand secondary science teachers’ self-efficacy beliefs and implementation of inquiry to provide informa tion for the improvement of science education in a Midwestern U.S. state that has not yet adopted NGSS. An explanatory sequential mixed methods design was selected to capture both a broad perspec tive of science teachers’ self-efficacy and inquiry implementation. Thirty-nine secondary science teachers participated in this study. The Teaching Science as Inquiry questionnaire (TSI) was employed, and the online survey software Qualtrics was used to collect quantitative data. For the qualitative phase, data collection consisted of 13 face-to-face, individual, audio-taped interviews. Findings demonstrate that there is a connection between the teachers’ self-efficacy beliefs and imple mentation of all five essential features of inquiry. The teachers are also more confident in teaching science through teacher-centered inquiry than student-centered inquiry. Additionally, teachers’ background in terms of content knowledge, pedagogical knowledge, and experience is a variable that affects teachers’ self-efficacy and implementation of teaching science as inquiry. |
On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic
| Pengarang | : | Verma, Geeta,Melville, Wayne ,Campbell, Todd,Park, Byung-Yeol |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 1) |
| Halaman | : | 1-6 |
| Abstrak | : | - |
Weyl's problem: A computational approach
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 769-783 |
| Abstrak | : | The distribution of eigenvalues of the wave equation in a bounded domain is known as Weyl's problem. We describe several computational projects related to the cumulative state number, defined as the number of states having wavenumber up to a maximum value. This quantity and its derivative, the density of states, have important applications in nuclear physics, degenerate Fermi gases, blackbody radiation, Bose–Einstein condensation, and the Casimir effect. Weyl's theorem states that, in the limit of large wavenumbers, the cumulative state number depends only on the volume of the bounding domain and not on its shape. Corrections to this behavior are well known and depend on the surface area of the bounding domain, its curvature, and other features. We describe several projects that allow readers to investigate this dependence for three bounding domains—a rectangular box, a sphere, and a circular cylinder. Quasi-one- and two-dimensional systems can be analyzed by considering various limits. The projects have applications in statistical mechanics, but can also be integrated into quantum mechanics, nuclear physics, or computational physics courses. |
An asymmetrical double torsion pendulum for studying coupled harmonic motion
| Pengarang | : | Yuntian Wang |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 88 (No. 9) |
| Halaman | : | 760-768 |
| Abstrak | : | In this study, a simple asymmetrical double torsion pendulum is built and operated to study coupled harmonic motion. The setup, which consists of two circular inertia members suspended horizontally at different locations on a vertical guitar wire, has a close mechanical similarity to a wall-spring-mass-spring-mass system. The restoring torque of the twisted guitar wire drives the two inertia members to rotate in the horizontal plane. A smartphone and target-tracking software are used to measure the normal frequencies, which are found to reside in two different frequency bands separated by an obvious frequency gap. The described setup has several pedagogical advantages, including easy accessibility, good accuracy, and continuous tunability, and is thus an effective means for engaging students with topics such as mechanical similarity, moment of inertia, torque constant, normal frequency, and target tracking. Teachers can also use the setup as a simple classical analogy to interpret the mechanical shift of the vibrational frequency of a diatomic molecule adsorbed on a sample surface. |
Rethinking collective reflection in teacher professional development
| Pengarang | : | Segal, Aliza |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 2) |
| Halaman | : | 155 - 167 |
| Abstrak | : | Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice. |