Nature of Science and Science Content Learning: The Relation between Students' Nature of Science Understanding and Their Learning about the Concept of Energy

ERIC Educational Resources Information Center

Michel, Hanno; Neumann, Irene

2016-01-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Valid and Reliable Science Content Assessments for Science Teachers

ERIC Educational Resources Information Center

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-01-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

Practice-Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence. Research Report. ETS RR-17-43

ERIC Educational Resources Information Center

Mikeska, Jamie N.; Phelps, Geoffrey; Croft, Andrew J.

2017-01-01

This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific…

Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

ERIC Educational Resources Information Center

Nilsson, Pernilla; Vikström, Anna

2015-01-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

The Use of the Interconnected Model of Teacher Professional Growth for Understanding the Development of Science Teachers' Knowledge on Models and Modelling

ERIC Educational Resources Information Center

Justi, Rosaria; van Driel, Jan

2006-01-01

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning…

Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

ERIC Educational Resources Information Center

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

ERIC Educational Resources Information Center

Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

2017-01-01

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction

ERIC Educational Resources Information Center

Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

2016-01-01

This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The investigation of science teachers’ experience in integrating digital technology into science teaching

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

2018-05-01

The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance

ERIC Educational Resources Information Center

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

ERIC Educational Resources Information Center

Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

2016-01-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

NASA Astrophysics Data System (ADS)

Marion, Virginia Frances

1998-12-01

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and efficacy gains. A series of interactions between significant content areas and the covariates was also run. Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy showed different relationships with the predictor variables. Though gains in specific content areas were related to gains in Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy, gains in Personal Science Teaching Efficacy were further modified by the covariates. These results may reflect not only a more complex relationship between content knowledge gain and Personal Science Teaching Efficacy but also the complex nature of the construct. Evaluation of the physics content knowledge tests revealed that the tests were not valid for evaluating 35 of the 37 identified learning objectives. Although the data did not render valid results, it does give insights into possible relationships that may exist given a more stringent investigation with a valid instrument to measure content knowledge gains. In addition, this study demonstrated the importance of considering the likelihood of interactions among a given set of variables and the covariates. The findings also suggest the possible value of considering the psychological factors associated with the change process when planning professional development programs.

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

NASA Astrophysics Data System (ADS)

Kim, Hanna

2016-04-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

ERIC Educational Resources Information Center

Kulgemeyer, Christoph

2018-01-01

The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

Multi-Level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-Based Instruction

ERIC Educational Resources Information Center

Klosterman, Michelle L.; Sadler, Troy D.

2010-01-01

This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content…

Assessing the Science Knowledge of University Students: Perils, Pitfalls and Possibilities

ERIC Educational Resources Information Center

Jones, Susan M.

2014-01-01

Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs) recently adopted in Australia as a nationally agreed framework include "Science Knowledge" as TLO 2. Science knowledge is commonly assessed…

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Science-for-Teaching Discourse in Science Teachers' Professional Learning Communities

NASA Astrophysics Data System (ADS)

Lohwasser, Karin

Professional learning communities (PLCs) provide an increasingly common structure for teachers' professional development. The effectiveness of PLCs depends on the content and quality of the participants' discourse. This dissertation was conducted to add to an understanding of the science content needed to prepare to teach science, and the discourse characteristics that create learning opportunities in teachers' PLCs. To this end, this study examined how middle school science teachers in three PLCs addressed science-for-teaching, and to what effect. Insight into discourse about content knowledge for teaching in PLCs has implications for the analysis, interpretation, and support of teachers' professional discourse, their collaborative learning, and consequently their improvement of practice. This dissertation looked closely at the hybrid space between teachers' knowledge of students, of teaching, and of science, and how this space was explored in the discourse among teachers, and between teachers and science experts. At the center of the study were observations of three 2-day PLC cycles in which participants worked together to improve the way they taught their curriculum. Two of the PLC cycles were supported, in part, by a science expert who helped the teachers explore the science they needed for teaching. The third PLC worked without such support. The following overarching questions were explored in the three articles of this dissertation: (1) What kind of science knowledge did teachers discuss in preparation for teaching? (2) How did the teachers talk about content knowledge for science teaching, and to what effect for their teaching practice? (3) How did collaborating teachers' discursive accountabilities provide opportunities for furthering the teachers' content knowledge for science teaching? The teachers' discourse during the 2-day collaboration cycles was analyzed and interpreted based on a sociocultural framework that included concepts from the practice-based theory of content knowledge for teaching developed by D. L. Ball, Thames, and Phelps (2008) and the Accountable Talk framework by Michaels, O'Connor, & Resnick (2008). The study's findings could provide justification for and ideas on how to provide targeted support for PLCs to make teachers' work on science knowledge more applicable to lesson planning, teaching, and student learning.

Characterizing Middle Grade Students' Integrated Alternative Science Knowledge about the Effects of Climate Change

ERIC Educational Resources Information Center

Fick, Sarah J.; Songer, Nancy Butler

2017-01-01

Recent reforms emphasize a shift in how students should learn and demonstrate knowledge of science. These reforms call for students to learn content knowledge using science and engineering practices, creating integrated science knowledge. While there is existing literature about the development of integrated science knowledge assessments, few…

Marrying Content and Process in Computer Science Education

ERIC Educational Resources Information Center

Zendler, A.; Spannagel, C.; Klaudt, D.

2011-01-01

Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

ERIC Educational Resources Information Center

Demirdögen, Betül

2016-01-01

The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

ERIC Educational Resources Information Center

Mavhunga, Elizabeth; Rollnick, Marissa

2016-01-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Westenskow, Arla

2012-01-01

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives…

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

NASA Astrophysics Data System (ADS)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

Teacher content knowledge in the context of science education reform

NASA Astrophysics Data System (ADS)

Doby, Janice Kay

1997-12-01

The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in science with scores on the Preservice Teacher Information and Science Opinion Questionnaire (ISOQ) of 162.12 and 163.65, respectively, the difference also being nonsignificant. The pre- and post-administrations of both the ESCT and ISOQ were all found to be statistically significant (F (4, 162) = 271.18343, p<0.05) in predicting group membership. Analyses of variance indicated significantly greater gains in Earth and physical science content knowledge (F (1,165) = 743.7746, p<0.025) and locus of control in science (F (1,165) = 45.7477, p<0.025) for the experimental group compared to the traditional group. A significant difference (F = (2,162) = 31.82279, p<0.05) was found between the combined effect of locus of control in science and Earth and physical science content knowledge in respect to treatment, indicating that the curriculum and instructional design of the experimental course significantly influenced preservice teachers' science content knowledge and locus of control in science. Suggestions for further research included: (a) determining whether the results of this present research may also apply to inservice teachers, (b) determining the effects of such preservice and inservice training on actual classroom practice, (c) relating increased science knowledge with improvement in science lesson planning and mastery of pedagogical skills, and (d) more detailed analysis of instructional implications from cognitive science and instructional design in regard to their application to the teaching of science (as well as other content areas).

A threshold model of content knowledge transfer for socioscientific argumentation

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Fowler, Samantha R.

2006-11-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct groups: high school students with variable genetics knowledge, college nonscience majors with little genetics knowledge, and college science majors with advanced genetics knowledge. During the interviews, participants advance positions concerning three scenarios dealing with gene therapy and cloning. Arguments are assessed in terms of the number of justifications offered as well as justification quality, based on a five-point rubric. Multivariate analysis of variance results indicate that college science majors outperformed the other groups in terms of justification quality and frequency. Argumentation does not differ among nonscience majors or high school students. Follow-up qualitative analyses of interview responses suggest that all three groups tend to focus on similar, sociomoral themes as they negotiate socially complex, genetic engineering issues, but that the science majors frequently reference specific science content knowledge in the justification of their claims. Results support the Threshold Model of Content Knowledge Transfer, which proposes two knowledge thresholds around which argumentation quality can reasonably be expected to increase. Research and educational implications of these findings are discussed.

Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance

NASA Astrophysics Data System (ADS)

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

NASA Astrophysics Data System (ADS)

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-06-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-10-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

Developing Learning Progression-Based Teacher Knowledge Measures

ERIC Educational Resources Information Center

Jin, Hui; Shin, HyoJeong; Johnson, Michele E.; Kim, JinHo; Anderson, Charles W.

2015-01-01

This study developed learning progression-based measures of science teachers' content knowledge (CK) and pedagogical content knowledge (PCK). The measures focus on an important topic in secondary science curriculum using scientific reasoning (i.e., tracing matter, tracing energy, and connecting scales) to explain plants gaining weight and…

Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

ERIC Educational Resources Information Center

Henze, Ineke; van Driel, Jan H.; Verloop, Nico

2008-01-01

This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

Examining the Nexus of Science Communication and Science Education: A Content Analysis of Genetics News Articles

ERIC Educational Resources Information Center

Shea, Nicole A.

2015-01-01

Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and…

Science Teacher Learning Progressions: A Review of Science Teachers' Pedagogical Content Knowledge Development

ERIC Educational Resources Information Center

Schneider, Rebecca M.; Plasman, Kellie

2011-01-01

Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers' pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published…

Identifying and Verifying Earthquake Engineering Concepts to Create a Knowledge Base in STEM Education: A Modified Delphi Study

ERIC Educational Resources Information Center

Cavlazoglu, Baki; Stuessy, Carol L.

2017-01-01

Stakeholders in STEM education have called for integrating engineering content knowledge into STEM-content classrooms. To answer the call, stakeholders in science education announced a new framework, Next Generation Science Standards, which focuses on the integration of science and engineering in K-12 science education. However, research indicates…

Redesigning Problem-Based Learning in the Knowledge Creation Paradigm for School Science Learning

ERIC Educational Resources Information Center

Yeo, Jennifer; Tan, Seng Chee

2014-01-01

The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly…

Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans

ERIC Educational Resources Information Center

Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva

2016-01-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Guzey, S. Selcen; Roehrig, Gillian H.

2009-01-01

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

ERIC Educational Resources Information Center

Fraser, William J.

2017-01-01

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

ERIC Educational Resources Information Center

Brown, Patrick L.; Concannon, James P.

2016-01-01

This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

ERIC Educational Resources Information Center

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-01-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a "content representation" (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions

ERIC Educational Resources Information Center

Gropen, Jess; Kook, Janna F.; Hoisington, Cindy; Clark-Chiarelli, Nancy

2017-01-01

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of…

Identification of the Most Critical Content Knowledge Base for Middle School Science Teachers

ERIC Educational Resources Information Center

Saderholm, Jon C.; Tretter, Thomas R.

2008-01-01

Much has been said about what science content students need to learn (e.g., "Benchmarks for Science Literacy, National Science Education Standards"). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to…

Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

ERIC Educational Resources Information Center

Johnson, Heather J.; Cotterman, Michelle E.

2015-01-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

Content-Knowledge Structure Differences among Middle School, High School, and College Life Science Teachers.

ERIC Educational Resources Information Center

Bates, John A.; And Others

As part of an ongoing study of the content knowledge, instructional beliefs, and instructional practices of middle school, high school, and college science teachers, the hypothesis that there are systematic differences across academic levels in these teachers' conceptual understanding of the same content-specific subjects was studied. Eight middle…

Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics

ERIC Educational Resources Information Center

Usak, Muhammet

2009-01-01

The purpose of this study is to explain prospective science and technology teachers' pedagogical content knowledge (PCK) about the cell. Lesson preparation, laboratory plan, interview with teacher candidates, and concept mapping were used to collect the data for prospective teacher's PCK. The study was conducted with six prospective science and…

Content Structure in Science Instructional Materials and Knowledge Structure in Students' Memories.

ERIC Educational Resources Information Center

Champagne, Audrey B.; And Others

The research reported in this paper concerns the design of instructional materials that represent the content structure of a science discipline and the development of methods of probing and representing the knowledge structure in a student's memory. The science discipline selected for the study was geology. Specifically, the conceptual structures…

Measuring Teachers' Learning from a Problem-Based Learning Approach to Professional Development in Science Education

ERIC Educational Resources Information Center

Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark

2008-01-01

In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…

Pre-Service Science Teachers' Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics

ERIC Educational Resources Information Center

Bektas, Oktay

2015-01-01

This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers…

The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Mustafa, Mohamed Elfatih I.

2016-01-01

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science…

Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

ERIC Educational Resources Information Center

Bahcivan, Eralp; Cobern, William W.

2016-01-01

This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with…

Preparing perservice teachers to teach elementary school science

NASA Astrophysics Data System (ADS)

Lewis, Amy D.

The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

ERIC Educational Resources Information Center

Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

2015-01-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

ERIC Educational Resources Information Center

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers' Science Content Knowledge within the Context of a Science Methods Course

ERIC Educational Resources Information Center

Santau, Alexandra O.; Maerten-Rivera, Jaime L.; Bovis, Stephanie; Orend, Jacob

2014-01-01

Since the beginning of the reform movement in science education, there has been concern that elementary teachers lack the science content knowledge (SCK) needed to engage students in authentic scientific inquiry. This study included 19 preservice elementary teachers and examined the development of their SCK within the context of a uniquely…

Developing Preservice Teachers' Knowledge of Science Teaching Through Video Clubs

NASA Astrophysics Data System (ADS)

Johnson, Heather J.; Cotterman, Michelle E.

2015-06-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in Journal of Research in Science Teaching 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for teaching is a crucial and ongoing question for preservice teacher educators. Recently, video clubs are being explored as potential contexts for teacher learning (Barnhart & van Es in Teaching and Teacher Education 45:83-93, 2015; Sherin & Han in Teaching and Teacher Education 20:163-183, 2004). We hypothesized that pairing video clubs with student teaching experiences would provide a forum for preservice teachers to discuss issues relevant to their professional trajectory through exposure to models of peer teaching and opportunities to reflect on practice. In this study, we explored how secondary science preservice teachers used video club to restructure their overall science knowledge into science knowledge for teaching. Our findings suggest that video clubs allowed preservice teachers to access and leverage student thinking and instructional resources to deepen their understanding of science content and trajectories for science learning.

The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues

ERIC Educational Resources Information Center

Sadler, Troy D.; Zeidler, Dana L.

2005-01-01

This study focused on informal reasoning regarding socioscientific issues. It sought to explore how content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine students drawn from undergraduate natural science and nonnatural science courses completed a…

Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

ERIC Educational Resources Information Center

McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

2016-01-01

Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

The importance of pedagogical content knowledge in curriculum development for illumination engineering

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, Constance E.

2017-08-01

An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop "educative materials" that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these "educative materials." The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.

The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science

NASA Astrophysics Data System (ADS)

Houseal, Ana K.

Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem solving, students can learn that science is more than just learning facts and concepts (NRC, 2000) The process of scientific inquiry, as a way of approaching scientific problem solving, can be taught to students through experiential, authentic (or real-world) science experiences. Student-teacher-scientist partnerships (STSPs) are one vehicle used to connect students to these science experiences with practicing research scientists. However, the literature on STSPs demonstrates they are fraught with challenges and very little is known of their effects on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists. This study addressed these two areas by researching a particular STSP. The STSP, called Students, Teachers, and Rangers and Research Scientists (STaRRS), designed to be incorporated into the existing long-standing education program Expedition: Yellowstone! (E:Y!) was the focus of this study. For teachers, a pre-test, intervention, post-test research design addressing content knowledge gains, attitude changes, and pedagogical changes was used. A quasi-experimental pre- post-test design using treatment and comparison groups of students addressed content knowledge gains and attitude changes. Findings provided evidence of significant positive shifts in teachers' attitudes regarding science and scientists, and trends of shifting pedagogical choices made by teachers. Students showed significant content knowledge gains and an increased positive attitude regarding their perceptions of scientists.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

NASA Astrophysics Data System (ADS)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-11-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

NASA Astrophysics Data System (ADS)

Sasser, Selena Kay

This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase science content knowledge in this sample. Qualitative data from the tutor, fidelity raters, and interviews indicated the participants were excited about the problem and were interested in the science content knowledge related to the problem. They also indicated they were motivated to continue informal study in the problem area. Participants indicated, during the interview, their initial frustration with the lack of knowledge gained from the tutor; however, indicated this led to more learning on their part. This study will contribute to the overall knowledge of problem based learning and its structures, science teaching efficacy beliefs of elementary preservice teachers, and to current teaching and learning practices.

Increasing Your Mathematics and Science Content Knowledge.

ERIC Educational Resources Information Center

Thorson, Annette, Ed.

2002-01-01

This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

Pre-Service Chemistry Teachers' Pedagogical Content Knowledge of the Nature of Science in the Particle Nature of Matter

ERIC Educational Resources Information Center

Bektas, Oktay; Ekiz, Betul; Tuysuz, Mustafa; Kutucu, Elif Selcan; Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

2013-01-01

This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans,…

Science Content Knowledge: A Component of Teacher Effectiveness in A Primary School in Jamaica

ERIC Educational Resources Information Center

Robinson, Euphemia

2017-01-01

Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded…

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

ERIC Educational Resources Information Center

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2011-01-01

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

Read, retrieve, connect and use: An intervention strategy for science and scientific literacy

NASA Astrophysics Data System (ADS)

Monahan, Kerryane T.

American students underachieve on local, state, national, and international assessments of science. Student performance on standardized assessments has driven numerous educational reforms including No Child Left Behind and Race to the Top with a resulting increased focus on student achievement. Local districts and schools struggle with how to improve student achievement in order to meet the requirements of state and federal legislation. International and national government officials extoll the value of science in driving the economic prosperity of a nation adding increased pressure to improve science scores in the United States. Moreover, to be effective decision-makers personally and within a democracy, citizens must be scientifically literate. Read, Retrieve, Connect and Use (RRCU) is an instructional strategy that combined state biology content standards, with the new Common Core Standards for Literacy in Science through evidenced-based literacy strategies recommended by the National Reading Panel. This study aimed to assess the efficacy of an intervention, RRCU to improve science content knowledge and literacy skills in Biology and Language Arts. The findings identified reading skill, as measured by FCAT Reading as predictive of Biology test scores indicating a close relationship between reading comprehension and the ability to learn and be assessed on science content knowledge. The data did not indicate RRCU was an effective means of improving student science content knowledge or literacy skills. However, teachers responded positively to the strategy as a means to reinforce content knowledge and support literacy skills. Future recommendations include improving the study design and expanding the use of the strategy to middle school to build a foundation of effective literacy skills students can use to cope with the depth and complexity of science content at the high school level.

Development of Syntactic Subject Matter Knowledge and Pedagogical Content Knowledge for Science by a Generalist Elementary Teacher

ERIC Educational Resources Information Center

Anderson, Dayle; Clark, Megan

2012-01-01

The nature of knowledge needed for teaching elementary science and the development of such knowledge is a focus of ongoing research in science education. Internationally, there is a move to include scientific literacy as an aim of science education curricula. In order to teach such curricula teachers need two types of subject matter knowledge…

Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

ERIC Educational Resources Information Center

Davidowitz, Bette; Potgieter, Marietjie

2016-01-01

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

ERIC Educational Resources Information Center

Kind, Vanessa

2016-01-01

This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

NASA Astrophysics Data System (ADS)

Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-04-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p < 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p < 0.01, p < 0.001 and p < 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

ERIC Educational Resources Information Center

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-01-01

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

Designing and Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development

ERIC Educational Resources Information Center

Jimoyiannis, Athanassios

2010-01-01

This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum…

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

ERIC Educational Resources Information Center

Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

ERIC Educational Resources Information Center

Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.

2012-01-01

The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n…

Teaching an Integrated Science Curriculum: Linking Teacher Knowledge and Teaching Assignments

ERIC Educational Resources Information Center

Harrell, Pamela Esprivalo

2010-01-01

A number of factors affect successful implementation of an integrated science curriculum, including various outputs and inputs related to teacher quality such as professional development experiences, adequate planning periods, and adequate content preparation of teachers with regard to content knowledge associated with the curriculum taught. This…

Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

ERIC Educational Resources Information Center

Niess, Margaret; Gillow-Wiles, Henry

2013-01-01

This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…

The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

ERIC Educational Resources Information Center

Sensoy, Onder; Yildirim, Halil Ibrahim

2018-01-01

The aim of this study is to examine the impact of the Technological Pedagogical Content Knowledge (TPCK) based educational practices in astronomy lectures on prospective science teachers' success levels. The study was conducted on 4th-grade prospective science teachers of a public university and lasted for 14 weeks. In the study,…

An Exploration of the Relevance of the Pedagogy and Academic Content Knowledge That Are Offered to Prospective Science and Mathematics Teachers in Tanzania Teachers' Colleges

ERIC Educational Resources Information Center

Mungure, Daudi Mika

2016-01-01

This paper explored the Relevance of the Pedagogy and Academic Content Knowledge that are offered to Prospective Science and Mathematics Teachers in Tanzania Teachers' colleges. Morogoro Teachers' College and Kleruu Teachers' college were used as a case study. The performance in science and mathematics subjects in form four National examinations…

A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

ERIC Educational Resources Information Center

Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

2011-01-01

This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

ERIC Educational Resources Information Center

Williams, John; Lockley, John

2012-01-01

Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each…

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

NASA Astrophysics Data System (ADS)

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-06-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers' content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.

Quality knowledge of science through virtual laboratory as an element of visualization

NASA Astrophysics Data System (ADS)

Rizman Herga, Natasa

Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students' point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic experiment, carried out over a period of two school years (2012/2013 and 2013/2014) in ten primary schools, the effectiveness of teaching carried out with the support of a virtual laboratory was analyzed. The obtained empirical findings reveal that the use of virtual laboratory has great impact on the pupils' knowledge and interest. At the end of the experiment, pupils in the experimental group had an advantage according to knowledge of chemical contents in science. Also, the use of virtual laboratory had an impact on the sustainability of the acquired knowledge of science contents and pupils' interest at the end of the experiment, because the pupils in the experimental group had a higher interest for learning science contents. The didactic experiment determined, that the use of virtual laboratory enables quality learning and teaching chemical contents of science, because it allows: (1) experimental work as an active learning method, (2) the visualization of abstract concepts and phenomena, (3) dynamic sub micro presentations (4) integration of all three levels of the chemical concept as a whole and (5) positively impacts pupils' interest, knowledge and sustainability of the acquired knowledge.

A Conflict in Your Head: An Exploration of Trainee Science Teachers' Subject Matter Knowledge Development and Its Impact on Teacher Self-Confidence

ERIC Educational Resources Information Center

Kind, Vanessa

2009-01-01

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching 'successfully', as this provides a basis from which pedagogical content knowledge develops. UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics, or biology from their…

Marine Education Knowledge Inventory.

ERIC Educational Resources Information Center

Hounshell, Paul B.; Hampton, Carolyn

This 35-item, multiple-choice Marine Education Knowledge Inventory was developed for use in upper elementary/middle schools to measure a student's knowledge of marine science. Content of test items is drawn from oceanography, ecology, earth science, navigation, and the biological sciences (focusing on marine animals). Steps in the construction of…

Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari, L.

2017-02-01

The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students’ pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs’ PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs’ TPACK.

Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation

NASA Astrophysics Data System (ADS)

Stein, Morton

Elementary school is a key time for students to develop their understanding of basic science concepts as well as their attitudes towards science and science learning. Yet many elementary teachers do not feel comfortable teaching science; as a result, they are likely to devote less time on that subject and to be less effective as science teachers. The literature suggests that weaknesses in elementary teachers' knowledge of science could be a main cause of this problem and, furthermore, that current elementary teacher preparation programs have contributed to this weakness. This study aims at gaining more knowledge about how elementary teachers who are successful in teaching science have acquired their science content knowledge and how such knowledge could be best acquired, with the ultimate goal of informing the design of more effective elementary teacher preparation programs. More specifically, this study addresses the following research questions: Which science learning experiences for elementary teachers seem most conducive to develop the kind of science content knowledge and pedagogical content knowledge needed to support the teaching of science as called for by the most recent national and state standards? Which of these experiences should be included in elementary teacher preparation programs, and how? The core of this study consists of case studies of eight elementary school teachers who were identified as successful in teaching science. These subjects were selected so as to ensure differences in their teacher preparation programs, as well as gender and years of teaching experience. Information about each teacher's self-efficacy and motivation with respect to teaching science, history of pre-service and in-service preparation with respect to science, and how his/her current science knowledge was acquired, was sought through a series of interviews with each subject and triangulated with data collected from other sources. A cross-case analysis revealed some interesting similarities and differences in how these successful elementary science teachers developed their science knowledge, and identified the following main sources of science learning opportunities: (a) science content courses; (b) methods courses; (c) student teaching; (d) in-service workshops; (e) opportunities to work with colleagues on the design and/or delivery of science units. Based on what was learned from these case studies, a preliminary set of recommendations to improve elementary teacher's science learning opportunities was identified. Two focus groups were held---one with elementary teachers and another with teacher educators---to share these preliminary recommendations and gather feedback and additional suggestions. Informed by the information gathered in these focus groups, a final set of recommendations to improve elementary teacher's preparation to teach science was articulated.

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

NASA Astrophysics Data System (ADS)

Mavhunga, Elizabeth; Rollnick, Marissa

2016-12-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

Pedagogical Content Knowledge in Teaching Material

ERIC Educational Resources Information Center

Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

2012-01-01

The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hubbard, Aleata Kimberly

2017-01-01

In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

Creating STEM Kits for the Classroom

ERIC Educational Resources Information Center

Carroll, Kimberly; Scott, Catherine

2017-01-01

The Next Generation Science Standards (NGSS) bring new attention to the role of STEM (science, technology, engineering, and math) in the preK-3 curriculum. However, research indicates that early-childhood preservice teachers feel ill-prepared to teach STEM due to a lack of content knowledge and pedagogical content knowledge. The goal of teacher…

Science Content Knowledge of 5-6 Year Old Preschool Children

ERIC Educational Resources Information Center

Olcer, Sevinc

2017-01-01

The present study is a descriptive research in the scanning model. In the present study is research conducted to determine five to six-year-old children's knowledge of science content, study group constitutes of 360 children attending preschool educational institutions in Burdur city center and their parents and teachers. In the study, Science…

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers

NASA Astrophysics Data System (ADS)

Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda

2018-03-01

Preparing teachers to teach science consistent with current reforms in science education is a daunting enterprise given a lack of high-quality science professional development (PD) adaptable across various contexts (Wilson 2013). This study examines the impact of a comprehensive professional development program on middle school teachers' disciplinary content knowledge and instructional practices. In this mixed methods investigation, data sources included classroom observations, content knowledge assessments, surveys, and a range of interviews. The teachers in the program showed significant improvements in their disciplinary content knowledge and demonstrated through their enactment of a reform-based curriculum, a range of ability levels to translate their knowledge into instructional practices consistent with the principles espoused in the PD. We conclude that programs that attend to elements of effective PD identified in the literature can positively impact middle school science teachers' enactment of reform-based science teaching. Our findings extend these elements to include the strategic engagement of school and district leadership and the provision of a safe learning space for teachers to collectively engage in reciprocal learning and critical practice. This study has worldwide implications for designing PD for science teachers and for extending our understanding of the impact of each element.

The Role of Philosophy of Science in Science Teacher Education.

ERIC Educational Resources Information Center

Bentley, Michael L.; Garrison, James W.

1991-01-01

Discusses teacher knowledge of nature of science. Asserts this is aspect of science content knowledge frequently neglected in teacher education. Differentiates between positivism and postpositivism. Describes textbook's role in fostering student misconceptions of nature of science. Suggests students be given chance to carry out their own…

Science education in the Boy Scouts of America

NASA Astrophysics Data System (ADS)

Hintz, Rachel Sterneman

This study of science education in the Boy Scouts of America focused on males with Boy Scout experience. The mixed-methods study topics included: merit badge standards compared with National Science Education Standards, Scout responses to open-ended survey questions, the learning styles of Scouts, a quantitative assessment of science content knowledge acquisition using the Geology merit badge, and a qualitative analysis of interview responses of Scouts, Scout leaders, and scientists who were Scouts. The merit badge requirements of the 121 current merit badges were mapped onto the National Science Education Standards: 103 badges (85.12%) had at least one requirement meeting the National Science Education Standards. In 2007, Scouts earned 1,628,500 merit badges with at least one science requirement, including 72,279 Environmental Science merit badges. "Camping" was the "favorite thing about Scouts" for 54.4% of the boys who completed the survey. When combined with other outdoor activities, what 72.5% of the boys liked best about Boy Scouts involved outdoor activity. The learning styles of Scouts tend to include tactile and/or visual elements. Scouts were more global and integrated than analytical in their thinking patterns; they also had a significant intake element in their learning style. Earning a Geology merit badge at any location resulted in a significant gain of content knowledge; the combined treatment groups for all location types had a 9.13% gain in content knowledge. The amount of content knowledge acquired through the merit badge program varied with location; boys earning the Geology merit badge at summer camp or working as a troop with a merit badge counselor tended to acquire more geology content knowledge than boys earning the merit badge at a one-day event. Boys retained the content knowledge learned while earning the merit badge. Scientists, Scout leaders, and Scouts felt that Scouts learned science through participation in the Boy Scout program, both in the merit badge program and also through activities, trips, outdoors, in meetings, and through rank advancement. On an open-ended questionnaire, 75.2% of Scouts reported that doing merit badges helped them do better in school. Scout leaders indicated that the overall Scouting environment introduced boys to science. Scout scientists credited Boy Scouts with providing experiences that interested and/or helped them in their scientific careers.

Implementing Elementary School Next Generation Science Standards

ERIC Educational Resources Information Center

Kennedy, Katheryn B.

2017-01-01

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The…

How primary trainee teachers perceive the development of their own scientific knowledge: links between confidence, content and competence?

NASA Astrophysics Data System (ADS)

Shallcross, Tony; Spink, Elaine; Stephenson, Philip; Warwick, Paul

2002-12-01

The significance of subject knowledge in the education of science teachers is much debated nationally and internationally. Part of this debate is about what the term 'science subject knowledge' means. This paper examines two UK research studies, one from Manchester Metropolitan University (MMU) and one from Homerton College, Cambridge, into initial teacher education (ITE) trainees' confidence with their science knowledge. Both surveys revealed the importance of school experience in developing this knowledge. The MMU survey also identified a disproportionate requirement being placed on trainees to teach particular science topics in schools. The paper discusses the implications of these surveys for the design of ITE primary core science programmes in the UK and raises questions about current approaches to the assessment of trainees' subject knowledge in ITE, which are of generic interest. How do we verify trainees' mastery of content? Does such mastery equate with competent teaching? Answers to both questions are proposed.

Investigating a redesigned physics course for future elementary teachers

NASA Astrophysics Data System (ADS)

Fracchiolla, Claudia

There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers. In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas. Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques. A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject. Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance. One of these areas is understanding children's ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students' knowledge of children's ideas and use of those ideas in instructional and assessment strategies. Results indicated that students who were explicitly exposed to knowledge of children's ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children's ideas, instructional strategies, and assessment strategies that incorporated those ideas. This research explores an instructional model for blending physics content and pedagogical content knowledge.

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development

ERIC Educational Resources Information Center

Niess, Margaret L.; van Zee, Emily H.; Gillow-Wiles, Henry

2011-01-01

Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online…

Morphology Instruction in the Science Classroom for Students Who Are Deaf: A Multiple Probe Across Content Analysis.

PubMed

Trussell, Jessica W; Nordhaus, Jason; Brusehaber, Alison; Amari, Brittany

2018-04-17

Deaf and hard-of-hearing (DHH) students have exhibited a morphological knowledge delay that begins in preschool and persists through college. Morphological knowledge is critical to vocabulary understanding and text comprehension in the science classroom. We investigated the effects of morphological instruction, commonly referred to as Word Detectives, on the morphological knowledge of college-age DHH students in a science course. We implemented a multiple probe across behaviors single-case experimental design study with nine student participants. The student participants attended the National Technical Institute for the Deaf. A functional relation was found between the morphological instruction and the student participants' improvement of morphological knowledge regarding the morphemes taught during instruction. These findings indicate that DHH students benefit from morphological instruction to build their vocabulary knowledge in content-area classrooms, such as science courses.

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

PubMed

Dombek, Jennifer; Crowe, Elizabeth C; Spencer, Mercedes; Tighe, Elizabeth L; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-04-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies ( d =2.2) and science ( d =2.1) knowledge, with some evidence of improving oral and reading comprehension skills ( d =.125).

The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

NASA Astrophysics Data System (ADS)

Stofflett, René T.; Stoddart, Trish

This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.

Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2017-01-01

This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

Observing the Technological Pedagogical and Content Knowledge Levels of Science Teacher Candidates

ERIC Educational Resources Information Center

Keçeci, Gonca; Zengin, Fikriye Kirbag

2017-01-01

This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher…

Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

ERIC Educational Resources Information Center

Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

2012-01-01

The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

Pedagogical Content Knowledge (PCK): Exploring Its Usefulness for Science Lecturers in Higher Education

ERIC Educational Resources Information Center

Fraser, Sharon P.

2016-01-01

In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly…

The Interaction of Michigan Environmental Education Curriculum, Science Teachers' Pedagogical Content Knowledge, and Environmental Action Competence

ERIC Educational Resources Information Center

Alvarado, Angelita P.

2010-01-01

One of the main goals of Environmental Education (EE) is to develop people's environmental stewardship, which includes people's capacity to take environmental action--their action competence (AC). The purposes of my study were to characterize the interactions found in an EE curriculum, science teachers' pedagogical content knowledge (PCK), and…

Development and Validation of a Measure of Elementary Teachers' Science Content Knowledge in Two Multiyear Teacher Professional Development Intervention Projects

ERIC Educational Resources Information Center

Maerten-Rivera, Jaime Lynn; Huggins-Manley, Anne Corinne; Adamson, Karen; Lee, Okhee; Llosa, Lorena

2015-01-01

Using data collected from two multiyear teacher professional development projects employing randomized control trials, this study describes the development and validation of a paper-based test of elementary teachers' science content knowledge (SCK). Evidence of construct validity is presented, including evidence on internal structural…

The Effect of "Tenebrio Obscurus" on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-Efficacy

ERIC Educational Resources Information Center

Weinburgh, Molly

2007-01-01

This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers' content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using…

The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

ERIC Educational Resources Information Center

Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

2013-01-01

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

Critical Science Education in a Suburban High School Chemistry Class

NASA Astrophysics Data System (ADS)

Ashby, Patrick

To improve students' scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two "regular level" chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center's (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students' perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are that CCE has the ability to affect students' critical science thinking in positive ways. However, to develop longer lasting, deeper critical insights that students use to participate in science-related issues outside of class, critical science education must be enacted longitudinally and across disciplines. Furthermore, it must be enacted in ways that either prompt or help students to transfer classroom learning outside of the classroom as they engage in critical issues in the classroom.

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners' preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers' PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

NASA Astrophysics Data System (ADS)

Menon, Deepika; Sadler, Troy D.

2016-10-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

ERIC Educational Resources Information Center

Etkina, Eugenia

2010-01-01

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

NASA Astrophysics Data System (ADS)

Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and coastal resources. 11/14 teacher participants established citizen science clubs that focused on marine related issues. Science fair participation increased by 42% and of those students whose mentor teacher was a project participant 90% stated they would likely pursue a marine science related major in college.

Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science

ERIC Educational Resources Information Center

Campbell, Todd; Melville, Wayne; Goodwin, Dawne

2017-01-01

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade…

The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

NASA Astrophysics Data System (ADS)

Weinburgh, Molly

2007-12-01

This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

The Impact of a Science Education Game on Students' Learning and Perception of Inhalants as Body Pollutants.

PubMed

Klisch, Yvonne; Miller, Leslie M; Wang, Shu; Epstein, Joel

2012-04-01

This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, Uncommon Scents. The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school students ( n = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental science approach used in Uncommon Scents is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation of toxic chemicals from common household products.

The Impact of a Science Education Game on Students' Learning and Perception of Inhalants as Body Pollutants

NASA Astrophysics Data System (ADS)

Klisch, Yvonne; Miller, Leslie M.; Wang, Shu; Epstein, Joel

2012-04-01

This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, Uncommon Scents. The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school students (n = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental science approach used in Uncommon Scents is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation of toxic chemicals from common household products.

Can You Read Me Now? Disciplinary Literacy Reading Strategies in the 7th Grade Science Classroom

NASA Astrophysics Data System (ADS)

McQuaid, Kelly Kathleen

Adolescent readers require a broad range of reading skills to deal with the challenges of reading complex text. Some researchers argue for a discipline-specific focus to address the low reading proficiency rates among secondary students. Disciplinary literacy attends to the different ways disciplines, such as science, generate and communicate knowledge. The purpose of this quasi-experimental study was to examine if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 132 7th grade science students in five Southern Arizona charter schools and whether reading ability moderates that impact. The theoretical foundation for this study rested on expert-novice theory and Halliday's theory of critical moments of language development. It is not known if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 7th grade science students and whether or not reading ability has a moderating effect on those student learning outcomes. The results for MANCOVA did not produce statistically significant results nor did the moderation analysis for the influence of reading ability on reading comprehension in the disciplinary literacy group. However, the moderation analysis for the influence of reading ability on science content knowledge resulted in conditional significant results for low (p < .01) and average readers (p <. 05). Low to average readers in the disciplinary literacy group appeared to benefit the most from reading comprehension instruction focused on learning science content in the science classroom.

Descriptive Analysis of the Graphic Representations of Science Textbooks

ERIC Educational Resources Information Center

Khine, Myint Swe; Liu, Yang

2017-01-01

Textbooks are primary teaching aids, sources from which students obtain knowledge of science domain. Due to this fact, curriculum developers in the field emphasize the crucial role of analysing the contents of science textbooks in improving science education. Scientific domain knowledge relies on graphical representations for the manifestation of…

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering

ERIC Educational Resources Information Center

Singer, Susan R.; Nielsen, Natalie R.; Schweingruber, Heidi A.

2012-01-01

The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the…

The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science

NASA Astrophysics Data System (ADS)

Shoulders, Catherine Woglom

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

Science Content Standards for California Public Schools: Kindergarten through Grade Twelve.

ERIC Educational Resources Information Center

Bruton, Sheila, Ed.; Ong, Faye, Ed.; Geeting, Greg, Ed.

This document represents the content of science education in California and includes the essential skills and knowledge students will need to be scientifically literate citizens in the 21st century. The standards include grade-level specific content for kindergarten through grade 8. A significant feature is the focus on earth science in the 6th…

Comparing the Preparedness, Content Knowledge, and Instructional Quality of Elementary Science Specialists and Self-Contained Teachers

ERIC Educational Resources Information Center

Brobst, Joseph; Markworth, Kimberly; Tasker, Tammy; Ohana, Chris

2017-01-01

In this article, we report on the results of a study comparing the preparedness, content knowledge, and instructional practices of elementary science specialist (ESS) teachers with those of a matched sample of self-contained elementary teachers. Analysis of survey data collected for the two groups indicated that ESS teachers were more likely than…

The Impacts of Professional Learning Communities on Science Teachers' Knowledge, Practice and Student Learning: A Review

ERIC Educational Resources Information Center

Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer

2016-01-01

The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers' practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK)…

Teaching Efficacy: Exploring Relationships between Mathematics and Science Self-Efficacy Beliefs, PCK and Domain Knowledge among Preservice Teachers from the United States

ERIC Educational Resources Information Center

Thomson, Margareta Maria; DiFrancesca, Daniell; Carrier, Sarah; Lee, Carrie

2017-01-01

This mixed-methods study investigated the relationships among preservice teachers' efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants' PCK was significantly correlated with their mathematics and science efficacy…

Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

The Role of a Museum-Based Science Education Program in Promoting Content Knowledge and Science Motivation

ERIC Educational Resources Information Center

Martin, Andrew J.; Durksen, Tracy L.; Williamson, Derek; Kiss, Julia; Ginns, Paul

2016-01-01

Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students'…

Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

NASA Astrophysics Data System (ADS)

Adi Putra, M. J.; Widodo, A.; Sopandi, W.

2017-09-01

The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

Teaching the Biological Consequences of Alcohol Abuse through an Online Game: Impacts among Secondary Students

PubMed Central

Klisch, Yvonne; Miller, Leslie M.; Beier, Margaret E.; Wang, Shu

2012-01-01

A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science. The best predictors of these outcomes were the players' ratings of the game's usability and satisfaction with the game. The outcomes suggest that game interventions can successfully teach standards-based science content, target age-appropriate health messages, and impact students' attitudes toward science. PMID:22383621

Teaching the biological consequences of alcohol abuse through an online game: impacts among secondary students.

PubMed

Klisch, Yvonne; Miller, Leslie M; Beier, Margaret E; Wang, Shu

2012-01-01

A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science. The best predictors of these outcomes were the players' ratings of the game's usability and satisfaction with the game. The outcomes suggest that game interventions can successfully teach standards-based science content, target age-appropriate health messages, and impact students' attitudes toward science.

Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students

PubMed Central

Woolcock, Andrew D.; Creevy, Kate E.; Coleman, Amanda E.; Moore, James N.; Brown, Scott A.

2016-01-01

Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students’ self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences. PMID:27713903

Knowledge Structures of Entering Computer Networking Students and Their Instructors

ERIC Educational Resources Information Center

DiCerbo, Kristen E.

2007-01-01

Students bring prior knowledge to their learning experiences. This prior knowledge is known to affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students' prior knowledge to create more effective lessons and materials. In many content areas, particularly the sciences,…

PCK: How Teachers Transform Subject Matter Knowledge.

ERIC Educational Resources Information Center

Veal, William R.; van Driel, Jan; Hulshof, Hans

2001-01-01

Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

PubMed Central

Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2016-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125). PMID:28479610

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self-regulatory efficacy

NASA Astrophysics Data System (ADS)

Peters, Erin E.

The purpose of the present quasi-experimental mixed-method design is to examine the effectiveness of a developmental intervention (4-phase EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-eight (N=88) eighth grade students from four classrooms were randomly assigned to an experimental and a control group. All participants were asked to respond to a number of tests (content and nature of science knowledge) and surveys (metacognition of the nature of science, metacognitive orientation of the classroom, and self-regulatory efficacy). Participants were also interviewed to find problem solving techniques and shared experiences between the groups. It was hypothesized that the experimental group would outperform the control group in all measures. Partial support for the hypotheses was found. Specifically, results showed significant gains in content knowledge and nature of science knowledge of the experimental group over the control group. Qualitative findings revealed that students in the control group reported valuing authority over evidence, while the experimental group reported that they depended on consensus of their group on the interpretation of the evidence rather than authority, which is more closely aligned to the aspects of the nature of science. Four-phase EMPNOS may have implications as a useful classroom tool in guiding students to check their thinking for alignment to scientific thinking.

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

NASA Astrophysics Data System (ADS)

Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have multiple opportunities to explicitly reflect on their beliefs about literacy, the nature of science, and learning in general. (4) Science methods classes should balance content, beliefs and attitudes related to science, and content literacy strategies.

Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Kibga, Elia Y.; Mwambela, Alfred A.; Kissaka, Mussa M.

2015-01-01

The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science…

Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

ERIC Educational Resources Information Center

Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

2016-01-01

The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

ERIC Educational Resources Information Center

Kaya, Osman N.

2009-01-01

The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

Using the Lens of Pedagogical Content Knowledge for Teaching the Nature of Science to Portray Novice Chemistry Teachers' Transforming NOS in Early Years of Teaching Profession

ERIC Educational Resources Information Center

Supprakob, Surayot; Faikhamta, Chatree; Suwanruji, Potjanart

2016-01-01

Pedagogical content knowledge for teaching the nature of science (PCK for NOS) has attracted interest in recent decades. This study investigated the PCK for NOS of six novice chemistry teachers with various educational backgrounds. An interpretive case study was performed. Multiple data sources including classroom observations, field notes,…

An experimental study of a museum-based, science PD programme's impact on teachers and their students

NASA Astrophysics Data System (ADS)

Aaron Price, C.; Chiu, A.

2018-06-01

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an 'Explain:' prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers' reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment.

More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

NASA Astrophysics Data System (ADS)

Patchen, Terri; Smithenry, Dennis W.

2015-02-01

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how integrating a complex, collaborative participant structure into a secondary school chemistry curriculum shapes students' perceptions of what constitutes "science." We found that the implementation of this participant structure expanded student perceptions of chemistry learning beyond the typical focus on science content knowledge to include the acquisition of collaboration skills. This support for the collaborative construction of knowledge, in addition to the appropriation of scientific content, establishes the conditions for what science educators and scientists say they want: students who can work together to solve science problems. Radical shifts towards such collaborative participant structures are necessary if we are to modify student perceptions of science and science classrooms in ways that are aligned with recent calls for science education reform.

Both Theory and Practice: Science Literacy Instruction and Theories of Reading

ERIC Educational Resources Information Center

Wright, Katherine Landau; Franks, Amanda D.; Kuo, Li-Jen; McTigue, Erin M.; Serrano, Jiniva

2016-01-01

Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in…

Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

ERIC Educational Resources Information Center

Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

2015-01-01

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

ERIC Educational Resources Information Center

Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

ERIC Educational Resources Information Center

Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

2018-01-01

In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

ERIC Educational Resources Information Center

Wang, Jianlan; Buck, Gayle A.

2016-01-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of…

Hats off to Science

ERIC Educational Resources Information Center

Jackson, Julie K.; Newell, Nancy

2012-01-01

Words are the foundation of knowledge. They are powerful tools used to express ideas, communicate with others, access knowledge, and learn about new concepts. Research shows a strong relationship between student word knowledge and academic achievement. As a result, building academic content vocabulary is an important part of science instruction.…

Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

ERIC Educational Resources Information Center

Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

2017-01-01

The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

Does content knowledge matter for new teachers?

NASA Astrophysics Data System (ADS)

Reeves, Todd D.

There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed.

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

NASA Astrophysics Data System (ADS)

Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

2016-08-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong; Chen, Kuan-Chung

2010-12-01

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers' pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.

Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

ERIC Educational Resources Information Center

Lochmiller, Chad R.; Acker-Hocevar, Michele

2016-01-01

We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

Valid and Reliable Science Content Assessments for Science Teachers

NASA Astrophysics Data System (ADS)

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-03-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.

Addressing the impact that workshop site coordinators and administrators have on the teaching of science in the classroom

NASA Astrophysics Data System (ADS)

McKenna, Valerie E.

This dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science education literature. This study used a grounded theory methodology using open-ended individual interviews, participants observation, and documented analysis. Constant comparisons were built through analyzing the data. The research shows that in-service providers' and administrators' beliefs are aligned with the effective science education in-service literature. The conditions and context are ripe for changes because principals and workshop site coordinators' beliefs are aligned with the literature and changes are already beginning to take place. The intervening conditions may lead to improved teacher knowledge, teaching, and learning because standardized testing is expanding to incorporate the content area of science. Also workshop site coordinators are trying to set up a variety of opportunities to attend workshops on the same topic throughout the school year. Budgets are being restructured at the school level and district level to incorporate more science content professional development. However, it is too early to show how much improvement there will be in standardized test scores or whether teachers' have a deeper understanding of science content knowledge or effective science instruction.

Learning Science Content through Socio-Scientific Issues-Based Instruction: A Multi-Level Assessment Study

ERIC Educational Resources Information Center

Sadler, Troy D.; Romine, William L.; Topçu, Mustafa Sami

2016-01-01

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of…

Colorado Model Content Standards: Science

ERIC Educational Resources Information Center

Colorado Department of Education, 2007

2007-01-01

The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

ERIC Educational Resources Information Center

Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

2015-01-01

High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

Technological Pedagogical Content Knowledge Development: Integrating Technology with a Research Teaching Perspective

ERIC Educational Resources Information Center

Guerra, Cecilia; Moreira, Antonio; Vieira, Rui

2017-01-01

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using…

Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

NASA Astrophysics Data System (ADS)

Sanborn, Stephen

Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

A Health Newsletter To Teach Science Knowledge: BioRAP!

ERIC Educational Resources Information Center

Froman, Robin D.; Owen, Steven V.; Del Rio-Parent, Lourdes

This research describes the evaluation of a science curriculum newsletter called BioRAP which serves as a vehicle to teach current health science content. The research objectives were to estimate the relationships of socioeconomic status, ethnic group, gender, grade, student ability, and classroom use characteristics with student knowledge and…

Perspectives on Science Teacher Professional Development: A study of the ASSET Experience

NASA Astrophysics Data System (ADS)

Reeves, Katrina; Miller, Scott; Foster, Andrea

2015-01-01

The Astronomy Summer School of East Texas (ASSET) is a two-year NASA-funded teacher professional development program created to help improve middle and high school science teachers' knowledge of and attitudes toward astronomy. During an intensive summer astronomy course experience, science teachers are taught astronomy concepts and principles through engaging pedagogical techniques. The workshop models hands-on/minds-on teaching strategies that strengthened teachers' own pedagogical content knowledge and ways of teaching astronomy to students.As part of our second year of ASSET, participants were observed and interviewed before, during and after the workshop experience to ascertain their perspectives on their own professional development and understanding of astronomy. Interview data, participant observations, surveys, and artifact data (journaling, one-minute papers, etc...) were analyzed and three broad themes emerged regarding the significance of the ASSET experience on teacher enhancement of content knowledge, pedagogical content knowledge (PCK), and the significance of teacher professional development communities in teaching and learning science. We will discuss the major implications of our observations and outline what tools and techniques can be best implemented as part of professional development workshops such as ASSET.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the First Year of a Professional Development Intervention

ERIC Educational Resources Information Center

Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee

2010-01-01

The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4)…

The Impact of Using Student-Dictated Oral Review Stories on Science Vocabulary, Content Knowledge, and Non-Fiction Writing Skills of First Grade Students

ERIC Educational Resources Information Center

Bishoff, Sandra Wells

2010-01-01

The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The…

The Effects of a Socioscientific Issues Instructional Model in Secondary Agricultural Education on Students' Content Knowledge, Scientific Reasoning Ability, Argumentation Skills, and Views of the Nature of Science

ERIC Educational Resources Information Center

Shoulders, Catherine Woglom

2012-01-01

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess…

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

NASA Astrophysics Data System (ADS)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

Selective traditions in group discussions: teachers' views about good science and the possible obstacles when encountering a new topic

NASA Astrophysics Data System (ADS)

Lundqvist, Eva; Sund, Per

2016-11-01

There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers. In order to find out which content teachers find representative for science education, we asked nine teachers to take part in group interviews to talk about what they value as "good" science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and highlight teachers' views. The starting point for the group discussions is national tests in science. In Sweden, national tests in biology, physics and chemistry were introduced in secondary school science (year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider. The findings show that `resistance' to including SSI is not just an issue for individual teachers. As individuals teachers can create many kinds of obstacles, but still be interested in integrating SSI in their science teaching. However, in group discussions the teachers tend to collectively adopt the scientific rational discourse. This discourse is what joins them and creates their common identity as science teachers. In turn, they seek to free scientific knowledge from social knowledge and thereby make assessment easier.

The use of geospatial technologies to increase students' spatial abilities and knowledge of certain atmospheric science content

NASA Astrophysics Data System (ADS)

Hedley, Mikell Lynne

2008-10-01

The purpose of the study was to use geospatial technologies to improve the spatial abilities and specific atmospheric science content knowledge of students in high schools and junior highs in primarily high-needs schools. These technologies include remote sensing, geographic information systems, and global positioning systems. The program involved training the teachers in the use of the technologies at a five-day institute. Scientists who use the technologies in their research taught the basics of their use and scientific background. Standards-based activities were used to integrate the technologies in the classroom setting. Students were tested before any instruction in the technologies and then tested two other times. They used the technologies in field data collection and used that data in an inquiry-based project. Their projects were presented at a mini-science conference with scientists, teachers, parents, and other students in attendance. Significant differences were noted from pre-test to second post-test in the test in both the spatial abilities and science section. There was a gain in both spatial abilities and in specific atmospheric science content knowledge.

Effects of professional development on the knowledge and classroom practices of elementary school science teachers

NASA Astrophysics Data System (ADS)

Minuskin, Sondra

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

Science-based occupations and the science curriculum: Concepts of evidence

NASA Astrophysics Data System (ADS)

Aikenhead, Glen S.

2005-03-01

What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

Genetics problem solving and worldview

NASA Astrophysics Data System (ADS)

Dale, Esther

The research goal was to determine whether worldview relates to traditional and real-world genetics problem solving. Traditionally, scientific literacy emphasized content knowledge alone because it was sufficient to solve traditional problems. The contemporary definition of scientific literacy is, "The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (NRC, 1996). An expanded definition of scientific literacy is needed to solve socioscientific issues (SSI), complex social issues with conceptual, procedural, or technological associations with science. Teaching content knowledge alone assumes that students will find the scientific explanation of a phenomenon to be superior to a non-science explanation. Formal science and everyday ways of thinking about science are two different cultures (Palmer, 1999). Students address this rift with cognitive apartheid, the boxing away of science knowledge from other types of knowledge (Jedege & Aikenhead, 1999). By addressing worldview, cognitive apartheid may decrease and scientific literacy may increase. Introductory biology students at the University of Minnesota during fall semester 2005 completed a written questionnaire-including a genetics content-knowledge test, four genetic dilemmas, the Worldview Assessment Instrument (WAI) and some items about demographics and religiosity. Six students responded to the interview protocol. Based on statistical analysis and interview data, this study concluded the following: (1) Worldview, in the form of metaphysics, relates to solving traditional genetic dilemmas. (2) Worldview, in the form of agency, relates to solving traditional genetics problems. (3) Thus, worldview must be addressed in curriculum, instruction, and assessment.

When Science and Information Literacy Meet: An Approach to Exploring the Sources of Science News with Non-Science Majors

ERIC Educational Resources Information Center

Majetic, Cassie; Pellegrino, Catherine

2014-01-01

The skill set associated with lifelong scientific literacy often includes the ability to decode the content and accuracy of scientific research as presented in the media. However, students often find decoding science in the media difficult, due to limited content knowledge and shifting definitions of accuracy. Faculty have developed a variety of…

The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom

ERIC Educational Resources Information Center

Madden, Lauren; Peel, Anne; Watson, Heather

2014-01-01

As teachers begin to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), they are challenged to focus on informational texts across the disciplines and engage children in critical thinking about complex scientific ideas. In this article, we present an integrated science-language arts lesson that explores…

Growing the Tree of Teacher Knowledge: Ten Years of Learning to Teach Elementary Science

ERIC Educational Resources Information Center

Mulholland, Judith; Wallace, John

2005-01-01

Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career--as a student teacher, beginning teacher, and…

Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

ERIC Educational Resources Information Center

Rollnick, Marissa

2017-01-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

ERIC Educational Resources Information Center

Hayden, H. Emily; Eades Baird, Michelle

2018-01-01

Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

NASA Astrophysics Data System (ADS)

Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

2014-12-01

The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

Knowledge, Skills, or Attitudes/Beliefs: The Contexts of Agricultural Literacy in Upper-Elementary Science Curricula

ERIC Educational Resources Information Center

Vallera, Farah L.; Bodzin, Alec M.

2016-01-01

Agricultural literacy connects knowledge, skills, and attitudes/beliefs (KSABs) about agriculture to KSABs in environmental education, education for sustainable development, and science education identified in recent reform initiatives. This study conducted a content analysis of 12 current upper-elementary U.S. science textbooks and curriculum…

Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills: A Document Analysis with Standards-Based Assessment

ERIC Educational Resources Information Center

Duruk, Umit; Akgün, Abuzer; Dogan, Ceylan; Gülsuyu, Fatma

2017-01-01

Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any…

Inquiry-based science: Preparing human capital for the 21 st century and beyond

NASA Astrophysics Data System (ADS)

Boyd, Yolanda F.

High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21 st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of the curriculum adopted a full inquiry-based approach.

Considerations of multicultural science and curriculum reform: A content analysis of state-adopted biology textbooks in Florida

NASA Astrophysics Data System (ADS)

Delgato, Margaret H.

The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by comparing the mainstream content to indigenous knowledge perspectives portrayed in the student and teacher editions of 34 textbooks adopted in Florida within the last four adoption cycles occurring from 1990 to 2006. The investigation involved a content analysis framed from a mixed methods approach. Emphasis was placed, in consideration of the research questions and practicality of interpreting text with the potential for multiple meanings, within qualitative methods. The investigation incorporated five strategies to assess the extent of multicultural content: (1) calculation of frequency of indigenous representations through the use of a tally; (2) assessment of content in the teacher editions by coding the degree of incorporation of multicultural content; (3) development of an archaeology of statements to determine the ways in which indigenous representations were incorporated into the content; (4) use of the Evaluation Coefficient Analysis (ECO) to determine extent of multicultural terminologies within content; and (5) analysis of visuals and illustrations to gauge percentages of depictions of minority groups. Results indicated no solid trend in an increase of inclusion of multicultural content over the last four adoption cycles. Efforts at most reduced the inclusion of indigenous representations and other multicultural content to the level of the teacher edition distributed among the teacher-interleafed pages or as annotations in the margins. Degree of support of multicultural content to the specific goals and objectives remained limited across all four of the adoption cycles represented in the study. Emphasis on standardized testing appeared in the six textbooks representing the most recent adoption cycle. Recommendations included increased efforts to identify quality of content by including input from scholars in the field of multicultural education as well as indigenous peoples in the creation of textbook content. Recommendations also included further clarification of the definition of science within multicultural science education frameworks, indigenous knowledge as compared to Western science and pseudoscienc e, and scientific literacy as a central focus to a multicultural science education meant to address the needs of an increasingly diverse student population and prime-age workforce.

Scientist or science-stuffed? Discourses of science in North American medical education.

PubMed

Whitehead, Cynthia

2013-01-01

The dominance of biomedical science in medical education has been contested throughout the past century, with recurring calls for more social science and humanities content. The centrality of biomedicine is frequently traced back to Abraham Flexner's 1910 report, 'Medical Education in the United States and Canada'. However, Flexner advocated for a scientist-doctor, rather than a curriculum filled with science content. Examination of the discourses of science since Flexner allows us to explore the place of various knowledge forms in medical education. A Foucauldian critical discourse analysis was performed, examining the discourses of scientific medicine in Flexner's works and North American medical education articles in subsequent decades. Foucault's methodological principles were used to identify statements, keywords and metaphors that emerged in the development of the discourses of scientific medicine, with particular attention to recurring arguments and shifts in the meaning and use of terms. Flexner's scientist-doctor was an incisive thinker who drew upon multiple forms of knowledge. In the post-Flexner medical education reforms, the perception of science as a discursive object embedded in the curriculum became predominant over that of the scientist as the discursive subject who uses science. Science was then considered core curricular content and was discursively framed as impossibly vast. A parallel discourse, one of the insufficiency of biomedical science for the proper training of doctors, has existed over the past century, even as the humanities and social sciences have remained on the margins in medical school curricula. That discourses of scientific medicine have reinforced the centrality of biomedicine in medical education helps to explain the persistent marginalisation of other important knowledge domains. Medical educators need to be aware of the effects of these discourses on understandings of medical knowledge, particularly when contemplating curricular reform. © Blackwell Publishing Ltd 2013.

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Luft, Julie A.

2004-10-01

"Science as inquiry" is a key content standard in the National Science Education Standards, yet implementation of inquiry-based teaching is rare in secondary chemistry classrooms. This paper is the result of a study conducted to understand factors that effect the inquiry-based instruction of ten novice secondary chemistry teachers. The study focused on the influence of teaching beliefs and content knowledge on the instructional practices of these ten teachers. Case and cross-case comparisons revealed that chemistry teachers' intentions to implement inquiry teaching were strongly influenced by their teaching beliefs rather than their knowledge of chemistry. The quality of inquiry lessons, however, was found to depend on the teachers' knowledge of chemistry content. This study reinforces the need for chemistry-focused inservice training for beginning chemistry teachers that focuses on both inquiry teaching strategies and teaching beliefs.

Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

ERIC Educational Resources Information Center

Harlow, Danielle B.; Swanson, Lauren H.; Otero, Valerie K.

2014-01-01

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students'…

Considerations of Multicultural Science and Curriculum Reform: A Content Analysis of State-Adopted Biology Textbooks in Florida

ERIC Educational Resources Information Center

Delgato, Margaret H.

2009-01-01

The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by…

Towards Accomplished Practice in Learning Skills for Science (LSS): The Synergy between Design and Evaluation Methodology in a Reflective CPD Programme

ERIC Educational Resources Information Center

Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

2011-01-01

This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice.…

Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.

PubMed

Bozkurt, Orçun; Kaya, Osman Nafiz

2008-04-01

The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers.

Teachers' Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers

ERIC Educational Resources Information Center

McNeill, Katherine L.; Knight, Amanda M.

2013-01-01

One of the hallmarks of science and science education is the production of new knowledge about the natural world through objective argument and critique. Teachers' understanding of scientific argumentation impacts how they incorporate this important scientific practice into science classrooms. This study examined how three professional…

Relationships between Teacher Knowledge, Assessment Practice, and Learning--Chicken, Egg, or Omelet? CRESST Report 809

ERIC Educational Resources Information Center

Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Mike

2011-01-01

Drawing from a large efficacy study in upper elementary science, this report had three purposes: First to examine the quality of teachers' content-pedagogical knowledge in upper elementary science; second, to analyze the relationship between teacher knowledge and their assessment practice; and third, to study the relationship between teacher…

Generating Pedagogical Content Knowledge in Teacher Education Students

ERIC Educational Resources Information Center

van den Berg, Ed

2015-01-01

Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are "generating" PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments, assessing preconceptions, and teaching…

Virginia physical science teachers' content knowledge assessment and professional development preferences

NASA Astrophysics Data System (ADS)

Hendrick, M. Georgeann

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are especially interested in programs which provide hands-on materials. Programs should be organized locally, enabling them to create collaborative teams. This study highlights the importance of professional development support for teachers who often lack an in-depth academic background in the physical sciences. This teacher input should inform program developers. In addition, inquiry into changing student SOL scores after teachers attend such programs could continue this line of inquiry.

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

NASA Astrophysics Data System (ADS)

Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

Are comic books an effective way to engage nonmajors in learning and appreciating science?

PubMed

Hosler, Jay; Boomer, K B

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors' content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.

CoRes utilization for building PCK in pre-service teacher education on the digestive system topic

NASA Astrophysics Data System (ADS)

Nugraha, Ikmanda

2017-05-01

Knowledge of teachers in learning activities in the classroom has a close relationship with how well and how much students learn. Recently, a promising development in teacher education has appeared that centers on the academic construct of pedagogical content knowledge (PCK). This study was an exploratory study into a science teacher education program that seeks to build the foundations on which pre-service teachers can begin to build their pedagogical content knowledge (PCK). The program involved the use of Content Representations (CoRes), which was initially applied as component of a strategy for exploring and gaining insights into the PCK of in-service science teachers. This study involved the researcher and 20 students (third year) in a pre-service teacher education course (School Science I) in science education when the students worked to make content analysis on the digestive system topic. During the course, the students make their own CoRes through a workshop for digestive system topic individually, in pairs and whole class discussion. Data were recorded from students' CoRes, student reflective journals, interviews, and field notes recorded in the researcher's reflective journal. Pre-service teachers' comments from interviews and reflective journals were coded in relation to references about: (1) the effectiveness of variety strategies in building the knowledge bases required to design a CoRes and (2) their awareness and/or development of tentative components of future PCK for a digestive system topic as a result of CoRes construction. Observational data were examined for indications of increasing independence and competency on the part of student teachers when locating appropriate information for designing their CoRes. From this study, it is hoped that the pre-service science teachers are able to build knowledge and then transform it into a form of PCK for digestive system topic for their first classroom planning and teaching to teach digestive system contents effectively.

Examination of Knowledge and NOS in a PBL Curriculum: Comparing the Impact on Pre-service Teachers and Science Career Undergraduates

NASA Astrophysics Data System (ADS)

Schleigh, S.; Manda, A. K.

2011-12-01

"Those who don't know or can't do, teach". This is a well known statement accepted by many as an adage. It is a statement that implies that the teachers of our science content really do not understand the science. In this study, we examined whether there was some truth in this statement by comparing undergraduates heading towards science careers and undergraduates heading toward science teaching careers. Do teachers really have a different understanding for science than scientists? If so, do they learn differently from each other? Our study examines content knowledge gains and ability to apply and engage in science using the content that is being addressed. We questioned (1)if students in one track engage and develop knowledge and skills more proficiently than another; (2)if the PBL approach is more effective for a particular group of learners; (3)if the PBL environment (virtual/physical) impacts the development and understanding for NOS; and (4) how the engagement of learning through PBL transfers to classroom practice. We used the Problem Based Approach (PBL) in undergraduate courses that covered the science content related to climate change. Project-based learning (PBL) is an approach to science education that has been shown to support student understanding for science concepts by allowing them to apply knowledge to real-world, relevant applications. Recent research has focused on developing teachers' understanding for science by engaging them in learning events that are found in PBL and authentic research approaches (AR)( e.g. Abd-El-Khalick and Lederman, 2000). We used mixed methods to answer each of our questions. Our instruments included a likert scale for the nature of science as argumentation, a concept mapping activity, a written essay, a content exam and an observation protocol for the teaching practice. In this study we included a total of 40 pre-service teachers (online) 30 pre-service teachers (physical classroom) and 35 undergraduates (physical). Participants in all groups engaged in the same curriculum with the same instructors. Curriculum is taken from those developed by the Earth Systems Science Alliance (ESSEA) modules, funded by an NSF grant. Results that compare the groups (their gains and applications) will be discussed during the presentation. The results suggest that there is no significant difference between the two groups of undergraduate students in terms of their prior knowledge; however there are differences in their understanding for the nature of science. In addition, the results show that students in the SCIE3602 course have a stronger content understanding and greater gains in understanding the NOS than the GEOL1700 students. The students in the SCIE3602 groups also had more creativity and possibly spatial reasoning than those in the GEOL1700 group and they developed stronger skills in argumentation than the GEOL1700 students. Possible reasons for the differences between groups and implications for teaching with technology and using the PBL approach will be shared.

The Heat is On! Confronting Climate Change in the Classroom

NASA Astrophysics Data System (ADS)

Bowman, R.; Atwood-Blaine, D.

2008-12-01

This paper discusses a professional development workshop for K-12 science teachers entitled "The Heat is On! Confronting Climate Change in the Classroom." This workshop was conducted by the Center for Remote Sensing of Ice Sheets (CReSIS), which has the primary goal to understand and predict the role of polar ice sheets in sea level change. The specific objectives of this summer workshop were two-fold; first, to address the need for advancement in science technology engineering and mathematics (STEM) education and second, to address the need for science teacher training in climate change science. Twenty-eight Kansas teachers completed four pre-workshop assignments online in Moodle and attended a one-week workshop. The workshop included lecture presentations by scientists (both face-to-face and via video-conference) and collaboration between teachers and scientists to create online inquiry-based lessons on the water budget, remote sensing, climate data, and glacial modeling. Follow-up opportunities are communicated via the CReSIS Teachers listserv to maintain and further develop the collegial connections and collaborations established during the workshop. Both qualitative and quantitative evaluation results indicate that this workshop was particularly effective in the following four areas: 1) creating meaningful connections between K-12 teachers and CReSIS scientists; 2) integrating distance-learning technologies to facilitate the social construction of knowledge; 3) increasing teachers' content understanding of climate change and its impacts on the cryosphere and global sea level; and 4) increasing teachers' self-efficacy beliefs about teaching climate science. Evaluation methods included formative content understanding assessments (via "clickers") during each scientist's presentation, a qualitative evaluation survey administered at the end of the workshop, and two quantitative evaluation instruments administered pre- and post- workshop. The first of these quantitative instruments measured teachers' efficacy beliefs about teaching climate science and the outcome expectancy they hold for student achievement. The second, a content test, measured the teachers' content knowledge of climate science and the cryosphere. Our results indicate that the teachers participating in the workshops showed significant increase in personal climate science teaching efficacy, outcome expectancy, and content knowledge of climate science, all at the p < 0.01 level. Interestingly, these results appear to be independent of each other. While one may think that changes in efficacy beliefs are caused by gains in content knowledge, our results show low correlation between these two factors.

High School Students' Meta-Modeling Knowledge

NASA Astrophysics Data System (ADS)

Fortus, David; Shwartz, Yael; Rosenfeld, Sherman

2016-12-01

Modeling is a core scientific practice. This study probed the meta-modeling knowledge (MMK) of high school students who study science but had not had any explicit prior exposure to modeling as part of their formal schooling. Our goals were to (A) evaluate the degree to which MMK is dependent on content knowledge and (B) assess whether the upper levels of the modeling learning progression defined by Schwarz et al. (2009) are attainable by Israeli K-12 students. Nine Israeli high school students studying physics, chemistry, biology, or general science were interviewed individually, once using a context related to the science subject that they were learning and once using an unfamiliar context. All the interviewees displayed MMK superior to that of elementary and middle school students, despite the lack of formal instruction on the practice. Their MMK was independent of content area, but their ability to engage in the practice of modeling was content dependent. This study indicates that, given proper support, the upper levels of the learning progression described by Schwarz et al. (2009) may be attainable by K-12 science students. The value of explicitly focusing on MMK as a learning goal in science education is considered.

From Comparison Between Scientists to Gaining Cultural Scientific Knowledge. Leonardo and Galileo

NASA Astrophysics Data System (ADS)

Galili, Igal

2016-03-01

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline-culture structuring of the physics curriculum, seeking cultural content knowledge (CCK) of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge.

Pathways of professional learning for elementary science teachers using computer learning environments

NASA Astrophysics Data System (ADS)

Williams, Latonya Michelle

This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

Exploring what contributes to the knowledge development of secondary physics and physical science teachers in a continuous professional development context

NASA Astrophysics Data System (ADS)

Nelms, April Wagnon

This dissertation used qualitative methodologies, specifically phenomenological research, to investigate what contributes to the development of pedagogical content knowledge (PCK) of physics and physical science teachers who participate in a content-specific continuous professional development program. There were five participants in this study. The researcher conducted participant observations and interviews, rated participants degree of reformed teaching practices using the Reformed Teaching Observation Protocol, surveyed participants' self-efficacy beliefs using the Science Teacher Efficacy Belief Instrument "A," and rated participants'' level of PCK using the PCK Rubrics.. All data were analyzed, and a composite description of what contributes to physics and physical science teachers' PCK development through a continuous professional development program emerged. A theory also emerged from the participants' experiences pertaining to how teachers' assimilate new conditions into their existing teaching schema, how conditions change teachers' perceptions of their practice, and outcomes of teachers' new ideas towards their practice. This study contributed to the literature by suggesting emergent themes and a theory on the development of physics and physical science teachers' PCK. PCK development is theorized to be a spiral process incorporating new conditions into the spiral as teachers employ new science content knowledge and pedagogical practices in their individual classroom contexts.

Increasing Teachers' Confidence and Pedagogical Content Knowledge through a Workshop and Follow-Up Program on Climate Change

ERIC Educational Resources Information Center

Teed, Rebecca; Franco, Suzanne

2014-01-01

An Earth science professional-development program for in-service middle- and high-school teachers increased participants' content knowledge about weather, climate, and climate change in addition to increasing their confidence in their assessment and teaching skills. The curriculum and funding gave them time, funding, and the help of content and…

Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

NASA Astrophysics Data System (ADS)

Niepold, F.; Byers, A.

2009-12-01

The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective

ERIC Educational Resources Information Center

Wei, Bing; Liu, Hao

2018-01-01

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman…

The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

ERIC Educational Resources Information Center

Walter, Emily Marie

2013-01-01

This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

Integrating Science Communication, Outreach and Awareness into the R&D Investment Framework of SKA in order to drive a knowledge economy

NASA Astrophysics Data System (ADS)

Raynard, Lorenzo; Garnier, William

2015-08-01

The emergence of the "knowledge society" has reshaped the context and content of public communication of science and technology. The construction and design of SKA and associated science research are increasingly characterised by the formation of large, multidisciplinary and multi-institute research teams. The integration of science communication into the scientific endeavour is key to building the foundations of a thriving knowledge-based economy identified by new technology investments, high-technology industries and highly skilled labour. Knowledge Economy Indicators profile, among others, the efficient and effective Management of Knowledge Assets. This presentation will explore the strategic trade and positioning of Knowledge Assets in order to drive and stimulate innovation.

The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

ERIC Educational Resources Information Center

Anderson, Dayle

2015-01-01

Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher…

Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers' Perceptions

ERIC Educational Resources Information Center

Tournaki, Nelly; Lyublinskaya, Irina

2014-01-01

This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning…

The effect of scaffolded strategies on content learning in a designed science cyberlearning environment

NASA Astrophysics Data System (ADS)

Kern, Cynthia Lee

Scientific inscriptions---graphs, diagrams, and data---and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples condition, and (4) combined condition with both self-explanation and faded worked examples. Acquisition and retention of content knowledge was assessed with a 17-item multiple-choice, researcher-developed content knowledge test. Results indicated that self-explanation prompts and faded worked examples learning strategies did not influence acquisition and retention of science content in a positive (i.e., learning) way. Based on the finding of this study, it may be concluded that the use of general prompts is as effective as self-explanation prompts and faded worked examples for scaffolding learner engagement with scientific inscriptions and argumentation. Furthermore, the finding indicated additional research is warranted evaluating the generalizability of scaffolds from college to pre-college populations.

An investigation of the relationships between junior high school students' (8th and 9th grades) background variables and structure of knowledge recall of biological content

NASA Astrophysics Data System (ADS)

Demetrius, Olive Joyce

The purpose of this study was to examine the relationships between Junior High School students' (8th and 9th grades) background variables (e.g. cognitive factors, prior knowledge, preference for science versus non-science activities, formal and informal activities) and structure of information recall of biological content. In addition, this study will illustrate how flow maps, a graphic display, designed to represent the sequential flow and cross linkage of ideas in information recalled by the learner can be used as a tool for analyzing science learning data. The participants (46 junior high school students) were taught a lesson on the human digestive system during which they were shown a model of the human torso. Their pattern of information recall was determined by using an interview technique to elicit their understanding of the functional anatomy of the human digestive system. The taped responses were later transcribed for construction of the flow map. The interview was also used to assess knowledge recall of biological content. The flow map, science interest questionnaire and the cognitive operations (based on content analysis of student's narrative) were used to analyze data from each respondent. This is a case study using individual subjects and interview techniques. The findings of this study are: (1) Based on flow map data higher academic ability students have more networking of ideas than low ability students. (2) A large percentage of 9th grade low ability students intend to pursue science/applied science course work after leaving school but they lack well organized ways of representing science knowledge in memory. (3) Content analysis of the narratives shows that students with more complex ideational networks use higher order cognitive thought processes compared to those with less networking of ideas. If students are to make a successful transition from low academic performance to high academic performance it seems that more emphasis should be placed on information networking skills. This is specifically likely to be productive for student currently performing on low academic ability levels and yet have high aspirations for pursuing science as a career.

Social Work Science and Knowledge Utilization

ERIC Educational Resources Information Center

Marsh, Jeanne C.; Reed, Martena

2016-01-01

Objective: This article advances understanding of social work science by examining the content and methods of highly utilized or cited journal articles in social work. Methods: A data base of the 100 most frequently cited articles from 79 social work journals was coded and categorized into three primary domains: content, research versus…

"Nomadic Knowledge": Men Writing Zines for Content Learning

ERIC Educational Resources Information Center

Guzzetti, Barbara J.; Foley, Leslie M.; Lesley, Mellinee

2015-01-01

Adult men create zines (self-publications written as alternative to commercial magazines) that advance content learning and knowledge. We describe three of these zine writers who created five zines on topics related to the disciplines of science, social studies, and English/language arts. We collected their zines, interviewed the authors, and…

The Effects of Science Models on Students' Understanding of Scientific Processes

NASA Astrophysics Data System (ADS)

Berglin, Riki Susan

This action research study investigated how the use of science models affected fifth-grade students' ability to transfer their science curriculum to a deeper understanding of scientific processes. This study implemented a variety of science models into a chemistry unit throughout a 6-week study. The research question addressed was: In what ways do using models to learn and teach science help students transfer classroom knowledge to a deeper understanding of the scientific processes? Qualitative and quantitative data were collected through pre- and post-science interest inventories, observations field notes, student work samples, focus group interviews, and chemistry unit tests. These data collection tools assessed students' attitudes, engagement, and content knowledge throughout their chemistry unit. The results of the data indicate that the model-based instruction program helped with students' engagement in the lessons and understanding of chemistry content. The results also showed that students displayed positive attitudes toward using science models.

Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry

ERIC Educational Resources Information Center

Grooms, Jonathon; Enderle, Patrick; Sampson, Victor

2015-01-01

Scientific argumentation is an essential activity for the development and refinement of scientific knowledge. Additionally, fostering argumentation related to scientific concepts can help students engage in a variety of essential scientific practices and enhance their science content knowledge. With the increasing prevalence and emphasis on…

Exploring Plant and Animal Content in Elementary Science Textbooks

ERIC Educational Resources Information Center

Schussler, Elisabeth E.; Link-Perez, Melanie A.; Weber, Kirk M.; Dollo, Vanessa H.

2010-01-01

Student knowledge about plants is typically less than student knowledge about animals. Textbooks are a commonly-used curriculum material in elementary grades and contain embedded cultural ideologies that may impact instruction. This study analyzed two nationally-syndicated elementary science textbook series to explore their presentation of plant…

University and Elementary School Perspectives of Ideal Elementary Science Teacher Knowledge, Skills, and Dispositions

NASA Astrophysics Data System (ADS)

Sewart, Bethany Bianca

Teacher education knowledge, skills, and dispositions have recently become a well-discussed topic among education scholars around the nation, mainly due to its attention by the National Council for Accreditation of Teacher Education (NCATE) over the past few years. Accrediting agencies, such as NCATE and the Interstate New Teacher and Assessment and Support Consortium (INTASC), have sought to improve the quality of teacher education programs by examining knowledge, skills, and dispositions as factors in preparing highly-qualified teachers. There is a paucity of research examining these factors for elementary science teachers. Because these factors influence instruction, and students are behind in scientific and mathematical knowledge, elementary science teachers should be studied. Teacher knowledge, skills, and dispositions should be further researched in order to ultimately increase the quality of teachers and teacher education programs. In this particular case, by determining what schools of education and public schools deem important knowledge, skills, and dispositions needed to teach science, higher education institutions and schools can collaborate to further educate these students and foster the necessary qualities needed to teach effectively. The study of knowledge, skills, and dispositions is crucial to nurturing effective teaching within the classroom. Results from this study demonstrated that there were prominent knowledge, skills, and dispositions identified by teachers, administrators, and science teacher educators as important for effective teaching of elementary science. These characteristics included: a willingness to learn, or open-mindedness; content knowledge; planning, organization, and preparation; significance of teaching science; and science-related assessment strategies. Interestingly, administrators in the study responded differently than their counterparts in the following areas: their self-evaluation of teacher effectiveness; how the teaching of science is valued; the best approach to science teaching; and planning for science instruction. When asked of their teaching effectiveness while teaching science, principals referred to enjoying science teaching and improving their practice, while teachers and science teacher educators discussed content knowledge. Administrators valued conducting experiments and hands-on science while teaching science, while their educational counterparts valued creating student connections and providing real-life applications to science for students. In their professional opinions, administrators preferred a hands-on approach to science teaching. Teachers and science teacher educators stated that they view scientific inquiry, exploration, and discovery as effective approaches to teaching within their classrooms. Administrators predicted that teachers would state that lack of resources affects their lesson planning in science. However, teachers and science teacher educators asserted that taking time to plan for science instruction was most important.

Effects of an Interdisciplinary Science Professional Development Program on Teacher Pedagogical Content Knowledge, Science Inquiry Instruction, and Student Understanding of Science Crosscutting Concepts in Twelve Public Schools: A Multi-Level Modeling Study

ERIC Educational Resources Information Center

Yang, Yang

2017-01-01

Systematic studies on effectiveness of in-service teacher professional development (PD) are important for science education research and practice. Previous studies mostly focus on one certain aspect of the entire program, for example, effectiveness of PD on improvement of teachers' knowledge or students' learning outcomes. This study, however,…

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

ERIC Educational Resources Information Center

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-01-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This…

Incorporating Formative Assessment and Science Content into Elementary Science Methods--A Case Study

ERIC Educational Resources Information Center

Brower, Derek John

2012-01-01

Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited…

Sensitivity to Structure in the Speech Signal by Children with Speech Sound Disorder and Reading Disability

ERIC Educational Resources Information Center

Johnson, Erin Phinney; Pennington, Bruce F.; Lowenstein, Joanna H.; Nittrouer, Susan

2011-01-01

Research Design;Intervention;Biology;Biotechnology;Teaching Methods;Hands on Science;Professional Development;Comparative Analysis;Genetics;Evaluation;Pretests Posttests;Control Groups;Science Education;Science Instruction;Pedagogical Content Knowledge;

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

NASA Astrophysics Data System (ADS)

Novak, Elena; Wisdom, Sonya

2018-05-01

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

ERIC Educational Resources Information Center

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-01-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

NASA Astrophysics Data System (ADS)

Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence to teacher leader work helps to refine our conception of teacher leadership. A task-focused model of content expert teacher leadership is presented, and provides guidance for recruitment, selection, and development of future teacher leaders. Content expertise is presented as a form of human capital that promotes task-focused distributed leadership. Practical recommendations for future teacher leadership initiatives and suggestions for future research are presented.

Meeting the Demands of the Knowledge Based Economy: Strengthening Undergraduate Science, Mathematics and Engineering Education. Hearing Before the Subcommittee on Research, Committee on Science, House of Representatives, 107th Congress, First Session (March 7, 2002).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House.

This hearing was held to examine the current state of mathematics, science, and engineering education at the undergraduate level by focusing on the demands of a knowledge-based economy. Contents include opening statements by Representative Nick Smith, Chairman, Subcommittee on Research, Committee in Science, U.S. House of Representatives;…

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1

PubMed Central

Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way. PMID:21885827

The Psychological Characteristics of Experiences That Influence Science Motivation and Content Knowledge

ERIC Educational Resources Information Center

Bathgate, Meghan; Schunn, Christian

2017-01-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000…

Describing Instrumental Music Teachers' Thinking: Implications for Understanding Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Millican, J. Si

2013-01-01

Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band…

21st Century Pedagogical Content Knowledge and Science Teaching and Learning

ERIC Educational Resources Information Center

Slough, Scott; Chamblee, Gregory

2017-01-01

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

A Degree Is Not Enough: A Quantitative Study of Aspects of Pre-Service Science Teachers' Chemistry Content Knowledge

ERIC Educational Resources Information Center

Kind, Vanessa

2014-01-01

Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, "Particle theory and changes of state", "Mass conservation" (taught to 11-14-year-olds), and "Chemical bonding", "Mole calculations" and…

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke

2015-01-01

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…

Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2013-01-01

Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat…

Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Beyer, Carrie J.; Davis, Elizabeth A.

2012-01-01

Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

Knowledge Construction, Meaning-Making and Interaction in CLIL Science Classroom Communities of Practice

ERIC Educational Resources Information Center

Evnitskaya, Natalia; Morton, Tom

2011-01-01

This paper draws on Wenger's model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis…

Developing Pre-Service Elementary Teachers' Pedagogical Practices While Planning Using the Learning Cycle

ERIC Educational Resources Information Center

Ross, Danielle K.; Cartier, Jennifer L.

2015-01-01

Without the science content knowledge required to effectively teach this discipline, many elementary teachers struggle without the support of curriculum materials. Curriculum materials are often the main means by which these science practices and canonical knowledge are incorporated into lessons. As part of a 5-year longitudinal research and…

Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model

ERIC Educational Resources Information Center

Jang, Syh-Jong; Tsai, Meng-Fang

2013-01-01

Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a…

Strategies and Resources for Contextualising the Curriculum Based on the Funds of Knowledge Approach: A Literature Review

ERIC Educational Resources Information Center

Llopart, Mariona; Esteban-Guitart, Moisès

2017-01-01

This article aims to describe and illustrate how the curriculum can be contextualised through different educational experiences based on the funds of knowledge approach. Educational contextualisation is understood to be the linking of curricular content (literacy, science, mathematics, social sciences) with students' lives, including prior…

Application of Cognitive Science Principles: Instructional Heuristics and Mechanisms for Use.

ERIC Educational Resources Information Center

Montague, William E.

Cognitive science is briefly reviewed, and its implications for instructional design are discussed. The application of cognitive science to instruction requires knowledge of cognitive science, the subject content taught, and the system in which the instruction is imbedded. The central concept of cognitive science is mental representation--the…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

ERIC Educational Resources Information Center

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

A Reconstructed Vision of Environmental Science Literacy: The Case of Qatar

ERIC Educational Resources Information Center

Khishfe, Rola

2014-01-01

The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and…

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past, present and future Earth Systems science. Because the course is created for pre-service teachers, the class models the jigsaw teaching technique, an effective and age-appropriate method of science instruction. This enables pre-service teachers to experience a technique they can use in their own classroom. Course content is aligned with all state and national 4-10 Earth/Space Science standards, which supports pre- service Middle School Science teachers by covering the content areas tested in the Praxis Middle School Science test, a requirement for graduation with licensure from Wright State University. It also helps the pre- service teachers gain experience with the content that they will need to teach to their K-12 students, so they will be able to pass the high-stakes Ohio Graduation Test. Assessment of the Earth Systems course suggests that the course leads to increased science content knowledge that leads to success in passing the Praxis Middle Childhood Science Test, and that the pedagogy modeled in the course is used by the pre- service teachers in their own K-12 teaching upon graduation.

Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

NASA Astrophysics Data System (ADS)

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-11-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on the early career teachers' PCK. In addition, as the same tools and methodology were applied to both a science and a technology teaching context, differences between the two learning areas are discussed.

Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

NASA Astrophysics Data System (ADS)

Hites, Travis

2015-01-01

During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

ERIC Educational Resources Information Center

Chao, Yu-Long; Chou, Ying-Chyi; Yen, Hsin-Yi; Chen, Shr-Jya

2017-01-01

As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of…

Using Science Journals to Encourage All Students to Write

ERIC Educational Resources Information Center

Fingon, Joan C.; Fingon, Shallon D.

2008-01-01

It seems that everyone is using science journals or notebooks lately. As middle school science teachers, the authors use science journals as a tool to enhance students' knowledge and understanding of content and reinforce students' writing skills. Here they share how they use science journals to motivate students to write about science in middle…

Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

ERIC Educational Resources Information Center

Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.

2010-01-01

This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

NASA Astrophysics Data System (ADS)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context of socio-culture were the creative factor in the teaching global warming. On the other hand, the teachers had an idea that lack of technology and the defect of child's intelligence were hinder factors teaching global warming.

Examining Curricular Integration Strategies To Optimize Learning Of The Anatomical Sciences

NASA Astrophysics Data System (ADS)

Lisk, Kristina Adriana Ayako

Background: Integration of basic and clinical science knowledge is essential to clinical practice. Although the importance of these two knowledge domains is well-recognized, successfully supporting the development of learners' integrated basic and clinical science knowledge, remains an educational challenge. In this dissertation, I examine curricular integration strategies to optimize learning of the anatomical sciences. Objectives: The studies were designed to achieve the following research aims: 1) to objectively identify clinically relevant content for an integrated musculoskeletal anatomy curriculum; 2) to examine the value of integrated anatomy and clinical science instruction compared to clinical science instruction alone on novices' diagnostic accuracy and diagnostic reasoning process; 3) to compare the effect of integrating and segregating anatomy and clinical science instruction along with a learning strategy (self-explanation) on novices' diagnostic accuracy. Methods: A modified Delphi was used to objectively select clinically relevant content for an integrated musculoskeletal anatomy curriculum. Two experimental studies were created to compare different instructional strategies to optimize learning of the curricular content. In both of these studies, novice learners were taught the clinical features of musculoskeletal pathologies using different learning approaches. Diagnostic performance was measured immediately after instruction and one-week later. Results: The results show that the Delphi method is an effective strategy to select clinically relevant content for integrated anatomy curricula. The findings also demonstrate that novices who were explicitly taught the clinical features of musculoskeletal diseases using causal basic science descriptions had superior diagnostic accuracy and a better understanding of the relative importance of key clinical features for disease categories. Conclusions: This research demonstrates how integration strategies can be applied at multiple levels of the curriculum. Further, this work shows the value of cognitive integration of anatomy and clinical science and it emphasizes the importance of purposefully linking the anatomical and clinical sciences in day-to-day teaching.

Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

NASA Astrophysics Data System (ADS)

Sickel, Aaron J.; Friedrichsen, Patricia

2018-02-01

Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection simulations. We observed three early-career biology teachers as they taught natural selection in their respective school contexts over two consecutive years. Data consisted of six interviews with each participant. Using the PCK model developed by Magnusson et al. (1999), we examined topic-specific PCK development utilizing three different lenses: (1) expansion of knowledge within an individual knowledge base, (2) integration of knowledge across knowledge bases, and (3) knowledge that explicitly addressed core concepts of natural selection. We found commonalities across the participants, yet each lens was also useful to understand the influence of different factors (e.g., orientation, subject matter preparation, and the idiosyncratic nature of teacher knowledge) on PCK development. This multi-angle approach provides implications for considering the quality of beginning science teachers' knowledge and future research on PCK development. We conclude with an argument that explicitly communicating lenses used to understand PCK development will help the research community compare analytic approaches and better understand the nature of science teacher learning.

Learning the 'grammar of science': The influence of a physical science content course on teachers' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Hanuscin, Deborah L.

This research examined the development of practicing K--8 teachers' views of the nature of science (NOS) within a physical science content course. Reforms in science education have called for the teaching of science as inquiry. In order to achieve the vision of the reforms, teachers must understand science, both a body of knowledge and as a process, but also the very nature of science itself-or the values and assumptions inherent in the construction of scientific knowledge. NOS has been deemed a critical component of scientific literacy, with implications for making informed decisions about scientific claims. Research has indicated that despite the emphasis of reforms, teachers generally do not possess accurate views of NOS. Recent work in science education has led to the recommendation that efforts undertaken within teacher education programs to improve teachers' understanding of NOS can be enhanced through relevant coursework in other academic areas, including the sciences. The purpose of this dissertation was to provide an empirical basis for this recommendation, by examining the development of teachers' views of NOS within a physical science content course. To this end, the researcher employed qualitative methodology including participant observation, interview, document analysis, and questionnaire to assess teacher participants' views of the nature of science and the impact of their experience in the content course on these views. As a result of this research, implications for both the course design and science teacher education have been described. In addition, various aspects of the community of practice that characterizes the classroom that inhibit the development of understandings about the nature of science are identified. It is argued that instruction in NOS should be approached from the perspective that builds bridges between the communities of practice of learners and of scientists.

Middle-School Science Students' Scientific Modelling Performances Across Content Areas and Within a Learning Progression

NASA Astrophysics Data System (ADS)

Bamberger, Yael M.; Davis, Elizabeth A.

2013-01-01

This paper focuses on students' ability to transfer modelling performances across content areas, taking into consideration their improvement of content knowledge as a result of a model-based instruction. Sixty-five sixth grade students of one science teacher in an urban public school in the Midwestern USA engaged in scientific modelling practices that were incorporated into a curriculum focused on the nature of matter. Concept-process models were embedded in the curriculum, as well as emphasis on meta-modelling knowledge and modelling practices. Pre-post test items that required drawing scientific models of smell, evaporation, and friction were analysed. The level of content understanding was coded and scored, as were the following elements of modelling performance: explanation, comparativeness, abstraction, and labelling. Paired t-tests were conducted to analyse differences in students' pre-post tests scores on content knowledge and on each element of the modelling performances. These are described in terms of the amount of transfer. Students significantly improved in their content knowledge for the smell and the evaporation models, but not for the friction model, which was expected as that topic was not taught during the instruction. However, students significantly improved in some of their modelling performances for all the three models. This improvement serves as evidence that the model-based instruction can help students acquire modelling practices that they can apply in a new content area.

Essential Laboratory Activities Guide. Secondary Science.

ERIC Educational Resources Information Center

Duval County Schools, Jacksonville, FL.

This teacher's guide was developed for use in junior and senior high schools in Duval County, Jacksonville, Florida, for the purpose of identifying those secondary science laboratory experiences which are essential to the development of science content knowledge and competency in handling science laboratory equipment and consumables. The guide…

Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills

ERIC Educational Resources Information Center

Michalsky, Tova

2012-01-01

This study examined 188 preservice science teachers' professional growth along three dimensions--self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science--comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order…

Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners

ERIC Educational Resources Information Center

Lee, Okhee; Maerten-Rivera, Jaime; Buxton, Cory; Penfield, Randall; Secada, Walter G.

2009-01-01

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…

Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course

ERIC Educational Resources Information Center

French, Debbie A.; Burrows, Andrea C.

2017-01-01

Increases in student-centered pedagogy have been more prevalent in K-12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K-12 education on introductory astronomy students' content knowledge, interest, and recall of content taught in…

Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Simonis, Doris G.

2004-01-01

The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…

Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?

ERIC Educational Resources Information Center

Gao, Su; Wang, Jian

2016-01-01

Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…

Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

ERIC Educational Resources Information Center

Habowski, Thomas; Mouza, Chrystalla

2014-01-01

This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores

ERIC Educational Resources Information Center

Shah, Lisa; Hao, Jie; Schneider, Jeremy; Fallin, Rebekah; Cortes, Kimberly Linenberger; Ray, Herman E.; Rushton, Gregory T.

2018-01-01

Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of…

Examining Chemistry Teachers' Use of Curriculum Materials: In View of Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chen, Bo; Wei, Bing

2015-01-01

This paper aimed to explore how pedagogical content knowledge (PCK) of teachers influenced their adaptations of the curriculum materials of the new senior secondary chemistry curriculum, a standards-based science curriculum, in China. This study was based on the premise that the interaction of the teacher with the curriculum materials determines…

Teachers' Beliefs about the Purpose of Agricultural Education and Its Influence on Their Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2017-01-01

The purpose of this grounded theory study was to conceptualize the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The overarching theme that emerged during data collection and analysis was the influence of beliefs on participants' PCK. This finding guided subsequent data collection and analysis that…

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Günbatar, Sevgi

2017-01-01

This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards…

The Effects of Integrated Science, Technology, and Engineering Education on Elementary Students' Knowledge and Identity Development

ERIC Educational Resources Information Center

Yoon, So Yoon; Dyehouse, Melissa; Lucietto, Anne M.; Diefes-Dux, Heidi A.; Capobianco, Brenda M.

2014-01-01

This study examines the effects of integrated science, technology, and engineering (STE) education on second-, third-, and fourth-grade students' STE content knowledge and aspirations concerning engineering after validation of the measures. During the 2009-2010 school year, 59 elementary school teachers, who attended a week-long engineering…

TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia

ERIC Educational Resources Information Center

Sickel, Jamie L.

2016-01-01

This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized university in Queensland, Australia. TPACK is a conceptual framework of a body of knowledge that teachers draw upon to influence practice; it is a dynamic and…

Investigation of a Pattern between Students' Engagement in Argumentation and Their Science Content Knowledge: A Case Study

ERIC Educational Resources Information Center

Eskin, Handan; Ogan-Bekiroglu, Feral

2009-01-01

The aim of this study was, first, to investigate any pattern between students' quantitative contribution to argumentation and their science understanding, and second, to analyze any relationship between students' qualitative contribution to argumentation and their scientific knowledge. Participants of the study were four tenth-grade students. The…

Literacy and Arts-Integrated Science Lessons Engage Urban Elementary Students in Exploring Environmental Issues

ERIC Educational Resources Information Center

Gray, P.; Elser, C. F.; Klein, J. L.; Rule, A. C.

2016-01-01

This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post-test questions were used to address knowledge of environmental problems and student environmental…

Under One Big Sky: Elementary Pre-Service Teachers Use Inquiry to Learn about the Moon, Construct Knowledge, and Teach Elementary Students around the World via the Internet

ERIC Educational Resources Information Center

Lee, Luann Christensen

2011-01-01

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More…

Rethinking the Elementary Science Methods Course: A Case for Content, Pedagogy, and Informal Science Education.

ERIC Educational Resources Information Center

Kelly, Janet

2000-01-01

Indicates the importance of preparing prospective teachers who will be elementary science teachers with different methods. Presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course. Discusses the impact student knowledge and understanding of science and student attitudes has on…

Objectivity and Its Discontents: Knowledge Advocacy in the Sally Hemings Controversy

ERIC Educational Resources Information Center

Whooley, Owen

2008-01-01

The sociology of knowledge, derived from research on the hard sciences, overlooks the potential for outsiders to determine the content of knowledge within professional disciplines. Using the case of the Sally Hemings affair, I introduce the concept of "knowledge advocacy" to analyze how outside groups shape historical knowledge. The Hemings…

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

NASA Astrophysics Data System (ADS)

Kulo, Violet; Bodzin, Alec

2013-02-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

Pre-service Science Teachers (PSTs)’ Creative Thinking Skills on Atoms, Ions and Molecules Digital Media Creation

NASA Astrophysics Data System (ADS)

Agustin, RR; Liliasari, L.; Sinaga, P.; Rochintaniawati, D.

2017-09-01

Atoms, ions and molecules are considered as abstract concepts that often lead to students’ learning difficulties. Th is study aimed at providing description of pre-service science teachers (PSTs)’ creative thinking skills on atoms, elements and compounds digital media creation. Qualitative descriptive method were employed to acquire data. Instruments used were rubric of PSTs’ digital teaching media, open ended question related to PSTs’ technological knowledge and pre-test about atoms, ions and molecules that were given to eighteen PSTs. The study reveals that PSTs’ creative thinking skills were still low and inadequate to create qualified teaching media of atoms, ions and molecules. PSTs’ content and technological knowledge in regard with atoms, ions and molecules are the most contributing factors. This finding support the necessity of developing pre-service and in-service science teachers’ creative thinking skill in digital media that is embedded to development of technological content knowledge.

Science education reform in an elementary school: An investigation of collaboration and inquiry in a school with an emphasis on language arts and fine arts

NASA Astrophysics Data System (ADS)

Martini, Mariana

This investigation was framed within the science education reform, which proposes to change the way science is taught and promotes the implementation of inquiry-based teaching approaches. The implementation of inquiry science teaching represents a move away from traditional didactic teaching styles, a transition that requires change in the assumptions underlying the philosophy of traditional science instruction. Another theme in the reform literature is the establishment of collaboration between teachers and researchers or scientists as a way to implement reform practices. Situated within this reform climate, this research aimed to investigate science education at an elementary school with a history of implementing reform ideas in the areas of language arts and fine arts. I employed an ethnographic methodology to examine the nature of a teacher-researcher relationship in the context of the school's culture and teachers' practices. The findings indicate that change was not pervasive. Reform ideas were implemented only in the areas of language arts and fine arts. Situated within a district that promoted an accountability climate, the school disregarded science education and opposed the use of constructivist-based pedagogies, and did not have a strong science program. Since science was not tested, teachers spent little (if any) time teaching science. All participants firmly perceived the existence of several barriers to the implementation of inquiry: (a) lack of time: teachers spent excessive time to prepare students for tests, (b) nature of science teaching: materials and set preparation, (c) lack of content knowledge, (d) lack of pedagogical content knowledge, and (e) lack of opportunities to develop professional knowledge. In spite of the barriers, the school had two assets: an outdoor facility and two enthusiastic teachers who were lead science teachers, in spite of the their lack of content and pedagogical science knowledge. Collaboration between the researcher and each teacher was developmental. Defining who we are and how we approach the work ahead played an important part in the relationship. It took time to build trust and change the modus operandi from a cooperation to a collaboration project. Despite the constraints faced, collaboration had a positive effect on us.

Project Learning in Science: 6th Graders' Scientific Investigations

ERIC Educational Resources Information Center

Shea, Mary; Shea, Brian

2013-01-01

This article presents rationale for an enhanced inquiry approach to science education that authentically integrates content knowledge and application skills in a middle school science curriculum. Such pedagogy ensures students' attainment of national and state standards for learning science and multiple literacies (e.g. language arts and…

Examining Game Design Features for Identity Exploration and Change

ERIC Educational Resources Information Center

Foster, Aroutis; Shah, Mamta

2016-01-01

This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence, action possibilities, and interest/valuing in an intentional manner. Analysis of the game and existing…

Perceptions and Practices of Culturally Relevant Science Teaching in American Indian Classrooms

ERIC Educational Resources Information Center

Nam, Younkyeong; Roehrig, Gillian; Kern, Anne; Reynolds, Bree

2013-01-01

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2016-01-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

Food-based science curriculum yields gains in nutrition knowledge.

PubMed

Carraway-Stage, Virginia; Hovland, Jana; Showers, Carissa; Díaz, Sebastián; Duffrin, Melani W

2015-04-01

Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. During the 2009-2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth-grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands-on, integrative curriculum for children in grades 3-5 that uses food as a tool to teach mathematics and science. Researchers developed a 28-item multiple-choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post-intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge. A significant improvement was observed in total nutrition knowledge at post-intervention (adjusting for baseline) between groups (F [1] = 128.95; p < .01) and in all content areas post-intervention. Findings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth-graders' nutrition knowledge compared with students not exposed to FMI. © 2015, American School Health Association.

Exploring Learning Progressions of New Science Teachers

NASA Astrophysics Data System (ADS)

Krise, Kelsy Marie

First-, second- and third-year teachers can be considered novice teachers with a solid foundation. The beginning years of teaching are intense times for learning, in which teachers can build upon their foundational knowledge. However, traditional mentoring programs often focus on technical advice and emotional support to help teachers survive the first years. This study set out to understand new science teachers' pedagogical content knowledge (PCK) in order to identify how their learning progresses. Understanding teachers' ideas will allow one to think about the development of educative mentoring practices that promote the advancement of teachers' knowledge. To investigate teachers' learning progressions, the following research questions guided this study: What is the nature of pedagogical content knowledge of first-, second- and third-year science teachers at various points across the school year? To which aspects of pedagogical content knowledge do first-, second- and third-year teachers pay attention at various points across the school year? Which aspects of pedagogical content knowledge are challenging for first-, second- and third-year teachers at various points across the school year? First-, second- and third-year teachers were interviewed, observed, and their teaching artifacts were collected across the school year. Data were examined to uncover learning progressions, when ideas became more sophisticated across first-, second-, and third-year teachers. The findings of this study contribute to an understanding of how teachers' learning progresses and allows for a trajectory of learning to be described. The trajectory can be used to inform the design of university-based mentoring programs for new teachers. The descriptions of the nature of teachers' PCK and the aspects of PCK to which teachers pay attention and find challenging shed light on the support necessary to promote continued teacher learning.

Laboratory Earth Under the Lens: Diachronic Evaluation of an Integrated Graduate-Level On-Line Earth System Science Course Series for K-12 Educators

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Haney, C.; Larson-Miller, C.; Bonnstetter, R.; Mandryk, C.

2012-12-01

Educational research strives to identify the pedagogies that promote student learning. However, the body of research identifying the characteristics of effective teacher preparation is "least strong for science," and is largely based on studies of the effectiveness of individual courses or workshops (NRC 2010). The National Research Council's "Preparing Teachers: Building Evidence for Strong Policy," (2010) provides a mandate for teacher education providers to conduct research on program-scale effectiveness. The high priority research agenda identified by the NRC is expected to elicit understanding of the aspects of teacher preparation that critically impact classroom student learning outcomes. The Laboratory Lens project is designed to identify effective practices in a teacher education program, with specific reference to the content domain of Earth science. Now in its fifth year, the Masters of Applied Science (MAS) program at UNL offers a variety of science courses, ranging from entomology to food science. The six-course Lab Earth series serves as the backbone of the Specialization for Science Educators within the MAS program, and provides comprehensive content coverage of all Earth science topics identified in the AAAS Benchmarks. "How People Learn," (NRC 2009) emphasizes that expert knowledge includes not only factual knowledge, but also the well-developed conceptual framework critical to the ability to, "remember, reason, and solve problems." A focus of our research is to document the process by which the transition from novice to expert takes place in Lab Earth's on-line teacher participants. A feature of our research design is the standardization of evaluation instruments across the six courses. We have used data derived from implementation of the Community of Inquiry Survey (COI) in pilot offerings to ensure that the course sequence is effective in developing a community of learners, while developing their content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test is included in the battery of assessments to ensure that the courses achieve a statistically significant increase in participants' beliefs about their personal science teaching efficacy. The research design also includes the analysis of concept maps and content mastery assignments to assist in documentation of a teacher's transition from mastery of novice to expert knowledge. Content-based, course-specific pre and post knowledge surveys are included in the battery of assessments. In the analysis of on-line discussions, the project employs a textual analysis technique outlined in "The Rhetoric of Social Intervention," (RSI) (Opt and Gring 2009). RSI provides a promising analytical framework, especially when examining the development of understanding of scientific topics with societal implications, such as sustainability and climate change. The session provides a description of the integrated research design and data collection and analysis in the first year of this project.

The Professional Development of High School Chemistry Coordinators

NASA Astrophysics Data System (ADS)

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

2004-02-01

The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

Thematic Design: My Story is Better When Your Story is Better

NASA Technical Reports Server (NTRS)

Tobola, Kay; Allen, Jaclyn

2011-01-01

What does a well-designed thematic workshop look like? Walking into a presentation at a convention center or at a NASA center, one might see formal and informal educators receiving space science content from knowledgeable science experts, actively participating in topic-related activities, questioning, collaborating, and investigating, connecting topics and content to their education needs, and having fun. But what is really going on, and what did it take to get to this point-the point of delivery. This is an opportunity to share experience and knowledge pertaining to designing and conducting space science thematic workshops and trainings. It is an attempt to describe the thematic approach to space science education that has been demonstrated in Solar System Exploration Education Forum workshops over many years and to articulate the best practices pertain-ing to designing and presenting those workshops.

Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan

2016-08-01

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

Inquiry and groups: student interactions in cooperative inquiry-based science

NASA Astrophysics Data System (ADS)

Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

2016-03-01

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher's interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.

Learning and Motivational Impacts of a Multimedia Science Game

ERIC Educational Resources Information Center

Miller, Leslie M.; Chang, Ching-I.; Wang, Shu; Beier, Margaret E.; Klisch, Yvonne

2011-01-01

The power of a web-based forensic science game to teach content and motivate STEM careers was tested among secondary students. More than 700 secondary school students were exposed to one of the three web-based forensic cases for approximately 60 min. Gain scores from pre-test to a delayed post-test indicated significant gains in content knowledge.…

Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning

ERIC Educational Resources Information Center

Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy

2017-01-01

Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…

Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills

ERIC Educational Resources Information Center

Koirala, Hari P.; Davis, Marsha; Johnson, Peter

2008-01-01

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

The Quality of Pre-Service Science Teachers' Argumentation: Influence of Content Knowledge

ERIC Educational Resources Information Center

Cetin, Pinar Seda; Dogan, Nihal; Kutluca, Ali Yigit

2014-01-01

Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in "J Biol Educ" 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in "J Res Sci Teach" 39:35-62, 2002). This study examined the…

Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-Service Education

ERIC Educational Resources Information Center

Nilsson, Pernilla

2008-01-01

This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were…

Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

ERIC Educational Resources Information Center

Sickel, Aaron J.; Friedrichsen, Patricia

2018-01-01

Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection…

The value of program science to optimize knowledge brokering on infectious diseases for public health.

PubMed

Becker, Marissa; Haworth-Brockman, Margaret; Keynan, Yoav

2018-05-02

Knowledge translation (KT) and related terms have variously been defined as process and as products. In this paper we contribute to debates on effective KT, specifically knowledge brokering, by describing an adaptation of Program Science that aligns with the real-world of public health activities. We describe an adaptation of the Program Science framework to our knowledge translation and brokering planning and projects at the National Collaborating Centre for Infectious Diseases. The systematic approach allows for layering of knowledge year to year and translating knowledge from one infectious disease content area to another. Using a recent forum on syphilis outbreaks as an example, we also demonstrate the value of using Program Science to shape the design and delivery of the knowledge brokering event. The use of scientific knowledge to improve public health program design, implementation and evaluation forms the basis for the program science framework. Providing the right public health information to the right audience at the right time can foster long-term outcomes of networks and new partnerships which can potentially improve delivery of public health services.

Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

ERIC Educational Resources Information Center

Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

2016-01-01

Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

ERIC Educational Resources Information Center

Anderson, O. Roger; Contino, Julie

2010-01-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called "web diagramming," a form of network mapping, in a secondary school…

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anne Seifert; Louis Nadelson

2011-06-01

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivationmore » for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a Materials World' was one of the fifteen content strands offered at the institute. The summer institute participants were pre/post tested on their comfort with STEM, their perceptions of STEM education, their pedagogical discontentment, their implementations of inquiry, their attitudes toward student learning of STEM, and their content knowledge associated with their specific content strand. The results from our research indicate a significant increase in content knowledge (t = 11.36, p < .01) for the Living in a Materials World strand participants. Overall the summer institute participants were found to have significant increases in their comfort levels for teaching STEM (t = 10.94, p < .01), in inquiry implementation (t = 5.72, p < .01) and efficacy for teaching STEM (t = 6.27, p < .01) and significant decrease in pedagogical discontentment (t = -6.26, p < .01).« less

Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science

NASA Astrophysics Data System (ADS)

Fuhrmann, Tamar; Schneider, Bertrand; Blikstein, Paulo

2018-05-01

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students' physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge, focusing on the role of designing models. Our study consisted of three conditions implemented with a total of 69 9th grade high-school students. The first and second classes were assigned two implementation modes of BMF: with and without a model design module. The third condition, employed as a control, consisted of a class that received instruction in the school's traditional approach. Our results indicate that students participating in both BMF implementations demonstrated improved content knowledge and a better understanding of metamodeling. However, only the 'BMF-with-design' group improved significantly in both content and metamodeling knowledge. Our qualitative analyses indicate that both BMF groups designed detailed models that included scientific explanations. However only students who engaged in the model design component: (1) completed a detailed model displaying molecular interaction; and (2) developed a critical perspective about models. We discuss the implications of those results for teaching scientific science concepts and metamodeling knowledge.

Examining the effects of a DNA fingerprinting workshop on science teachers' professional development and student learning

NASA Astrophysics Data System (ADS)

Sonmez, Duygu

The 21st century has become the age of biology with the completion of the human genome project and other milestone discoveries. Recent progress has redefined what it means to be scientifically literate, which is the ultimate goal in science education. "What students should know?" "What needs to be taught?" These questions lead to reformulation of the science curriculum due to the changing nature of scientific knowledge. Molecular biology is increasingly emphasized in the science curriculum along with applications of the latest developments within our daily lives, such as medicine or legal matters. However, many schools and classrooms exclude the latest advances in molecular genetics from science curriculum and even teach biology as a non-laboratory science. Many science educators wonder what can be done to help every child gain meaningful experiences with molecular genetics. Limited content knowledge among teachers due to the changing nature of scientific knowledge, and the rapid discoveries in technology are known to be a part of the problem for teachers, especially for teachers who have been in the workforce for many years. A major aim of professional development is to help teachers cope with the advances in scientific knowledge and provide paths for teachers to continually improve their knowledge and skills. The expectation is that increased knowledge and skills among teachers will be reflected in student achievement. Professional development is typically offered in a variety of formats, from short-term, one-shot workshop approaches to long term courses. The effectiveness of short-term exposures, though, is in many cases is questionable. One of the issues appears to be the gap between the incidence of teachers' attendance at professional development programs and the incidence of implementation in participants' classrooms. This study focuses on this issue by exploring the relationship between teachers' professional development attendance and their implementation behavior. The goal is to understand what factors affect teachers' decision making to implement the new knowledge and skills in their classrooms. For this purpose, the study focuses on the effects of a DNA fingerprinting workshop, which has been developed and is regularly offered by a large Midwestern university in the United States for secondary science teachers and their students through cooperation between the university and a large Midwestern public school district. The workshop focuses on the biotechnology applications of genetics---specifically, use of DNA fingerprinting technology in different areas of social life---while forensic science is emphasized. Results indicate that the teachers' motivation to attend the DNA Fingerprinting professional development workshop was mainly influenced by two variables: (1) the need to improve content knowledge and skills, and (2) requirements associated with current educational policies. Level of content knowledge was also found to be a factor contributing to teachers' motivation to implement the workshop. Concerns related to student maturity and classroom management were also identified as factors influencing teachers' implementation behavior. Evidence that the DNA Fingerprinting workshop can be successfully implemented by classroom teachers was obtained. The DNA fingerprinting workshop was found to be a successful model for packaging professional development experiences for content intensive areas.

History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

ERIC Educational Resources Information Center

Kim, Sun Young; Irving, Karen E.

2010-01-01

This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in…

Participation in a Multi-Institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs about Teaching Science

ERIC Educational Resources Information Center

Donovan, Deborah A.; Borda, Emily J.; Hanley, Daniel M.; Landel, Carolyn C.

2015-01-01

Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science…

Understanding the Heterogeneous Nature of Science: A Comprehensive Notion of PCK for Scientific Literacy

ERIC Educational Resources Information Center

Van Dijk, Esther M.

2014-01-01

This paper is concerned with the conceptualization of pedagogical content knowledge (PCK) for teaching about the nature of science. In contrast to the view that science teachers need to develop a specific "PCK for nature of science," an alternative, more comprehensive notion of PCK for science teaching is suggested. The point of…

A Science, Engineering and Technology (SET) Approach Improves Science Process Skills in 4-H Animal Science Participants

ERIC Educational Resources Information Center

Clarke, Katie C.

2010-01-01

A new Science, Engineering and Technology (SET) approach was designed for youth who participated in the Minnesota State Fair Livestock interview process. The project and evaluation were designed to determine if the new SET approach increased content knowledge and science process skills in participants. Results revealed that youth participants not…

Teacher Students' Dilemmas When Teaching Science through Inquiry

ERIC Educational Resources Information Center

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-01-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE…

Perceptions of Science Graduating Students on Their Learning Gains

ERIC Educational Resources Information Center

Varsavsky, Cristina; Matthews, Kelly E.; Hodgson, Yvonne

2014-01-01

In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their science skills set developed throughout their programme (scientific content knowledge, communication, scientific writing, teamwork, quantitative skills, and ethical thinking). The study involved 400 responses from undergraduate…

Dimensions of autonomy: Primary teachers' decisions about involvement in science professional development

NASA Astrophysics Data System (ADS)

Schibeci, Renato A.; Hickey, Ruth L.

2004-01-01

Professional development (PD) for primary science teachers is recognized as an important activity which can support improved science education for students. Analysis of interviews with practicing primary science teachers is used to identify the range of PD experiences of a sample of teachers from Western Australia. Teachers' reasons for attending or avoiding science-related PD are categorized as decision issues which include opportunity, compulsion, convenience, enticement, interest, recommendation, and relevance. Case studies describe the interplay of these issues, which result in teachers' attendance or avoidance of PD. A subset of the sample is used to explore teachers' views of other activities which they recognize as contributing to their science teaching, content knowledge, and pedagogy. These other activities include hobbies, partner's job, and pursuing students' interests. Legitimating teachers' own interests as a source of personally derived PD is supported as an avenue to increase the diversity of topics studied by students and to increase the level of content knowledge held by teachers.

Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

ERIC Educational Resources Information Center

Gray, Kyle

2017-01-01

Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA)

NASA Astrophysics Data System (ADS)

Guertin, L. A.; Tait, K.

2015-12-01

The Pennsylvania Earth Science Teachers Association (PAESTA) recently initiated a podcasting series "You Asked, We Answered!" for K-12 teachers to increase their science content knowledge through short audio podcasts, supplemented with relevant resources. The 2015-2016 PAESTA President Kathy Tait generated the idea of tapping in to the content expertise of higher education faculty, post-doctoral researchers, and graduate students to assist K-12 teachers with increasing their own Earth and space content knowledge. As time and resources for professional development are decreasing for K-12 teachers, PAESTA is committed to not only providing curricular resources through our online database of inquiry-based exercises in the PAESTA Classroom, but providing an opportunity to learn science content from professionals in an audio format.Our goal at PAESTA has been to release at least one new podcast per month that answers the questions asked by PAESTA members. Each podcast is recorded by an Earth/space science professional with content expertise and placed online with supporting images, links, and relevant exercises found in the PAESTA Classroom. Each podcast is available through the PAESTA website (http://www.paesta.psu.edu/podcasts) and PAESTA iTunes channel (https://itunes.apple.com/us/podcast/paesta-podcasts/id1017828453). For ADA compliance, the PAESTA website has a transcript for each audio file. In order to provide these podcasts, we need the participation of both K-12 teachers and science professionals. On the PAESTA Podcast website, K-12 teachers can submit discipline questions for us to pass along to our content experts, questions relating to the "what" and "how" of the Earth and space sciences, as well as questions about Earth and space science careers. We ask science professionals for help in answering the questions posed by teachers. We include online instructions and tips to help scientists generate their podcast and supporting materials.

Alaska's Secondary Science Teachers and Students Receive Earth Systems Science Knowledge, GIS Know How and University Technical Support for Pre- College Research Experiences: The EDGE Project

NASA Astrophysics Data System (ADS)

Connor, C. L.; Prakash, A.

2007-12-01

Alaska's secondary school teachers are increasingly required to provide Earth systems science (ESS) education that integrates student observations of local natural processes related to rapid climate change with geospatial datasets and satellite imagery using Geographic Information Systems (GIS) technology. Such skills are also valued in various employment sectors of the state where job opportunities requiring Earth science and GIS training are increasing. University of Alaska's EDGE (Experiential Discoveries in Geoscience Education) program has provided training and classroom resources for 3 cohorts of inservice Alaska science and math teachers in GIS and Earth Systems Science (2005-2007). Summer workshops include geologic field experiences, GIS instruction, computer equipment and technical support for groups of Alaska high school (HS) and middle school (MS) science teachers each June and their students in August. Since 2005, EDGE has increased Alaska science and math teachers' Earth science content knowledge and developed their GIS and computer skills. In addition, EDGE has guided teachers using a follow-up, fall online course that provided more extensive ESS knowledge linked with classroom standards and provided course content that was directly transferable into their MS and HS science classrooms. EDGE teachers were mentored by University faculty and technical staff as they guided their own students through semester-scale, science fair style projects using geospatial data that was student- collected. EDGE program assessment indicates that all teachers have improved their ESS knowledge, GIS knowledge, and the use of technology in their classrooms. More than 230 middle school students have learned GIS, from EDGE teachers and 50 EDGE secondary students have conducted original research related to landscape change and its impacts on their own communities. Longer-term EDGE goals include improving student performance on the newly implemented (spring 2008) 10th grade, standards-based, High School Qualifying Exam, on recruiting first-generation college students, and on increasing the number of Earth science majors in the University of Alaska system.

Validity issues in the evaluation of a measure of science and mathematics teacher knowledge

NASA Astrophysics Data System (ADS)

Talbot, Robert M., III

2011-12-01

This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge . Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers' strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice teachers' practice. In concluding this work, a set of four recommendations are presented for others who are engaged in similar measure development efforts. These recommendations focus on the areas of construct definition, item design and development, rater recruitment and training, and the validation process.

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

NASA Astrophysics Data System (ADS)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science educational experiences and (d) students recalled laboratory activities and lectures linking practical application of science knowledge as meaningful to their college introductory science education experiences.

Teachers' professional development needs and current practices at the Alexander Science Center School

NASA Astrophysics Data System (ADS)

Gargus, Gerald Vincent

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

The role of entomology in environmental and science education: Comparing outreach methods for their impact on student and teacher content knowledge and motivation

NASA Astrophysics Data System (ADS)

Weeks, Faith J.

Outreach programming can be an important way for local students and teachers to be exposed to new fields while enhancing classroom learning. University-based outreach programs are offered throughout the country, including most entomology departments as few individuals learn about insects in school and these programs can be excellent sources of entomological education, as well as models to teach environmental and science education. Each department utilizes different instructional delivery methods for teaching about insects, which may impact the way in which students and teachers understand the insect concepts presented. To determine the impact of using entomology to enhance science and environmental education, this study used a series of university-based entomology outreach programs to compare three of the most common delivery methods for their effect on teacher and student content knowledge and motivation, specifically student interest in entomology and teacher self-efficacy. Twenty fifth grade classrooms were assessed over the course of one school year. The results show that teacher knowledge significantly increased when teachers were unfamiliar with the content and when trained by an expert, and teacher self-efficacy did not decrease when asked about teaching with insects. For students, content knowledge increased for each lesson regardless of treatment, suggesting that outreach program providers should focus on working with local schools to integrate their field into the classroom through the delivery methods best suited to the needs of the university, teachers, and students. The lessons also had an impact on student interest in science and environmental education, with an overall finding that student interest increases when using insects in the classroom.

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-01-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted…

A Multiple Case Study of Preservice Science Teachers' TPACK: Embedded in a Comprehensive Belief System

ERIC Educational Resources Information Center

Günes, Erhan; Bahçivan, Eralp

2016-01-01

Integrating technology into science education provides opportunities to foster students' meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers' (PST)…

Butterflies & Wild Bees: Biology Teachers' PCK Development through Citizen Science

ERIC Educational Resources Information Center

Scheuch, Martin; Panhuber, Tanja; Winter, Silvia; Kelemen-Finan, Julia; Bardy-Durchhalter, Manfred; Kapelari, Suzanne

2018-01-01

Citizen science is a rapidly growing emerging field in science and it is gaining importance in education. Therefore, this study was conducted to document the pedagogical content knowledge (PCK) of biology teachers who participated in a citizen science project involving observation of wild bees and identification of butterflies. In this paper,…

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

ERIC Educational Resources Information Center

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-01-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades,…

Primary Connections: Simulating the Classroom in Initial Teacher Education

ERIC Educational Resources Information Center

Hume, Anne Christine

2012-01-01

The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…

Humorous Cartoons Made by Preservice Teachers for Teaching Science Concepts to Elementary Students: Process and Product

ERIC Educational Resources Information Center

Rule, Audrey C.; Sallis, Derek A.; Donaldson, J. Ana

2008-01-01

Elementary school science is an often-neglected subject in the current literacy-focused political atmosphere. However, reading informational trade books about science in literacy class can help children increase their science knowledge. Incorporating humor through content-related cartoons is an effective way to engage students in deeper…

An analysis of zoo and aquarium provided teacher professional development

NASA Astrophysics Data System (ADS)

Kubarek-Sandor, Joy

Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning

ERIC Educational Resources Information Center

Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael

2015-01-01

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,…

Knowledge, language and subjectivities in a discourse community: Ideas we can learn from elementary children about science

NASA Astrophysics Data System (ADS)

Kurth, Lori Ann

2000-10-01

In light of continuing poor performance by American students in school science, feminists and sociocultural researchers have demonstrated that we need to look beyond content to address the science needs of all school children. In this study I examined issues of discourse norms, knowledge, language and subjectivities (meaning personal and social observations and characteristics) in elementary science. Over a two-year period, I used an interpretive methodological approach to investigate science experiences in two first-second and second grade classrooms. I first established some of the norms and characteristics of the discourse communities through case studies of new students attempting to gain entry to whole class conversations. I then examined knowledge, a central focus of science education addressed by a variety of theoretical approaches. In these classrooms students co-constructed and built knowledge in their whole class science conversations sometimes following convergent (similar knowledge) and, at other times, divergent (differing knowledge) paths allowing for broader discourse. In both paths, there was gendered construction of knowledge in which same gender students elaborated the reasoning of previous speakers. In conjunction with these analyses, I examined what knowledge sources the students used in their science conversations. Students drew on a variety of informal and formal knowledge sources including personal experiences, other students, abstract logic and thought experiments, all of which were considered valid. In using sources from both in and out of school, students' knowledge bases were broader than traditional scientific content giving greater access and richness to their conversations. The next analysis focused on students' use of narrative and paradigmatic language forms in the whole class science conversations. Traditionally, only paradigmatic language forms have been used in science classrooms. The students in this study used both narrative and paradigmatic language by drawing on stories of personal experience as well as canonical scientific argument. As had the varied knowledge paths and sources, the use of both language forms contributed to a broader and richer scientific discourse. Finally, in studying students' written discourse through their journals, I found that students had expanded views of science as they incorporated many aspects of their subjective selves including self and human elements, thinking, emotions, etc. in their writing and drawing. The enactment of knowledge, language and subjectivities in these discourse communities was unique, rich and meaningful highlighting a broader, more accessible vision of science. I advocate that knowledge, language and subjectivities should be central concepts in the practices of science communities as demonstrated in these classrooms. In establishing and integrating these concepts, the use of alternative and traditional modes of expression should be supported as both necessary and complementary. Students and teachers must also jointly construct classroom discourse norms, talk and writing in specific ways in order to provide a safe, comfortable and meaningful learning environment. Many teachers, students and scientists would benefit from broader visions of science, which enrich scientific knowledge and practice and engage and value participants from many backgrounds.

Beyond Trust: Plagiarism and Truth.

PubMed

Penders, Bart

2018-03-01

Academic misconduct distorts the relationship between scientific practice and the knowledge it produces. The relationship between science and the knowledge it produces is, however, not something universally agreed upon. In this paper I will critically discuss the moral status of an act of research misconduct, namely plagiarism, in the context of different epistemological positions. While from a positivist view of science, plagiarism only influences trust in science but not the content of the scientific corpus, from a constructivist point of view both are at stake. Consequently, I argue that discussions of research misconduct and responsible research ought to be explicitly informed by the authors' views on the relationship between science and the knowledge it produces.

Energy matters: An investigation of drama pedagogy in the science classroom

NASA Astrophysics Data System (ADS)

Alrutz, Megan

The purpose of this study is to explore and document how informal and improvisational drama techniques affect student learning in the science classroom. While implementing a drama-based science unit, I examined multiple notions of learning, including, but not limited to, traditional notions of achievement, student understanding, student participation in the science classroom, and student engagement with, and knowledge of, science content. Employing an interpretivist research methodology, as outlined by Fredrick Erickson for qualitative analysis in the classroom, I collected data through personal observations; student and teacher interviews; written, artistic and performed class work; video-recorded class work; written tests; and questionnaires. In analyzing the data, I found strong support for student engagement during drama-based science instruction. The drama-based lessons provided structures that drew students into lessons, created enthusiasm for the science curriculum, and encouraged meaningful engagement with, and connections to, the science content, including the application and synthesis of science concepts and skills. By making student contributions essential to each of the lessons, and by challenging students to justify, explain, and clarify their understandings within a dramatic scenario, the classroom facilitators created a conducive learning environment that included both support for student ideas and intellectual rigor. The integration of drama-based pedagogy most affected student access to science learning and content. Students' participation levels, as well as their interest in both science and drama, increased during this drama-based science unit. In addition, the drama-based lessons accommodated multiple learning styles and interests, improving students' access to science content and perceptions of their learning experience and abilities. Finally, while the drama-based science lessons provided multiple opportunities for solidifying understanding of the science content, the data also revealed missed opportunities for sense-making within the delivery of several drama-based science lessons. In conclusion, this study demonstrates how the integration of drama and science prepares students for seeking, accessing, and organizing information in different ways, providing multiple means for students to build knowledge and understanding for actively participating in the changing world around us.

Curriculum coherence: A comparative analysis of elementary science content standards in People's Republic of China and the USA

NASA Astrophysics Data System (ADS)

Huang, Fang

This study examines elementary science content standards curriculum coherence between the People's Republic of China and the United States of America. Three aspects of curriculum coherence are examined in this study: topic inclusion, topic duration, and curriculum structure. Specifically this study centers on the following research questions: (1) What science knowledge is intended for elementary students in each country? (2) How long each topic stays in the curriculum? (3) How these topics sequence and connect with each other? (4) And finally, what is the implication for elementary science curriculum development? Four intended science curriculum frameworks were selected respectively for each country. A technique of General Topic Trace Mapping (GTTM) was applied to generate the composite science content standards out of the selected curriculum for each country. In comparison, the composite USA and Chinese elementary science content standards form a stark contrast: a bunch of broad topics vs. a focus on a set of key topics at each grade; an average of 3.4 year topic duration vs. an average of 1.68 year topic duration; a stress on connections among related ideas vs. a discrete disposition of related ideas; laundry list topic organization vs. hierarchical organization of science topics. In analyzing the interrelationships among these characteristics, this study reached implications for developing coherent science content standards: First, for the overall curriculum, the topic inclusion should reflect the logical and sequential nature of knowledge in science. Second, for each grade level, less, rather than more science topics should be focused. Third, however, it should be clarified that a balance should be made between curriculum breadth and depth by considering student needs, subject matter, and child development. Fourth, the topic duration should not be too long. The lengthy topic duration tends to undermine links among ideas as well as lead to superficial treatment of topics.

The impact of using student-dictated oral review stories on science vocabulary, content knowledge, and non-fiction writing skills of first grade students

NASA Astrophysics Data System (ADS)

Bishoff, Sandra Wells

The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The five science units involved in the study were written incorporating the strand of physical science. Data from pre- and posttests from each unit and an end-of-study assessment were compiled and analyzed. This study also looked at integration of science with literacy through analysis of students' science journal writings. Journal writings were analyzed for vocabulary usage and non-fiction writing skills of capitalization and punctuation. Average sentence length was also analyzed for Units 1--5 of the treatment group. It was anticipated that the outcomes of this study would allow school districts and curriculum writers to determine how to best integrate key concepts and important vocabulary with literacy particularly in the area of science. Results from the study showed significant differences in the end-of-study assessment, vocabulary usage as evidenced in journal writings, and average sentence length. Although there was gain over time for every student in the study in vocabulary and content knowledge, these gains could not be attributed to the intervention. This study also hoped to establish whether students were using science vocabulary routinely in their discussions and their writings and were building and continually assessing their own schemas about scientific concepts through using Student Dictated Oral Review Stories.

Elucidating elementary science teachers' conceptions of the nature of science: A view to beliefs about both science and teaching

NASA Astrophysics Data System (ADS)

Keske, Kristina Palmer

The purpose of this interpretive case study was to elucidate the conceptions of the nature of science held by seven elementary science teachers. The constructivist paradigm provided the philosophical and methodological foundation for the study. Interviews were employed to collect data from the participants about their formal and informal experiences with science. In addition, the participants contributed their perspectives on four aspects of the nature of science: what is science; who is a scientist; what are the methods of science; and how is scientific knowledge constructed. Data analysis not only revealed these teachers' views of science, but also provided insights into how they viewed science teaching. Four themes emerged from the data. The first theme developed around the participants' portrayals of the content of science, with participant views falling on a continuum of limited to universal application of science as procedure. The second theme dealt with the participants' views of the absolute nature of scientific knowledge. Participants' perceptions of the tentative nature of science teaching provided the basis for the third theme concerning the need for absolutes in practice. The fourth theme drew parallels between participants' views of science and science teaching, with two participants demonstrating a consistency in beliefs about knowledge construction across contexts. This study revealed both personal and contextual factors which impacted how the participants saw science and science teaching. Many of the participants' memories of formal science revolved around the memorization of content and were viewed negatively. All the participants had limited formal training in science. Of the seven participants, only two had chosen to be science teachers at the beginning of their careers. The participants' limited formal experiences with science provided little time for exploration into historical, philosophical, and sociological studies of science, a necessary requirement for understanding the scientific enterprise. This study also offered support for the elucidation of teachers' conceptions of the nature of science through in-depth conversations rather than convergent types of assessment. Data analysis of participant responses to isolated aspects of the nature of science yielded incomplete or inconsistent pictures of how the participants saw science. A more consistent picture of science emerged as the participants' beliefs about science and knowledge construction merged. This study proposed that all science teachers need to address their beliefs about knowledge construction across contexts.

Collegiality and Better Science Teaching

ERIC Educational Resources Information Center

Weiser, Brenda

2012-01-01

For the past five years, teachers from four Houston-area school districts have joined together in a professional learning community (PLC) to improve their science teaching. Through the University of Houston-Clear Lake (UHCL) Regional Collaborative for Excellence in Science and Mathematics Teaching, the teachers strengthen content knowledge and…

Co-op students' access to shared knowledge in science-rich workplaces

NASA Astrophysics Data System (ADS)

Munby, Hugh; Taylor, Jennifer; Chin, Peter; Hutchinson, Nancy L.

2007-01-01

Wenger's (1998) concepts community of practice, brokering, and transfer explain the challenges co-operative (co-op) education students face in relating the knowledge learned in school with what they learn while participating as members of a workplace. The research for this paper is set within the contexts of the knowledge economy and increased collaboration in the workplace. The paper draws on several qualitative studies of work-based education to examine the similarities and differences between learning in the workplace and learning in school, with a focus on science education and science-rich workplaces. Barriers to connecting school knowledge and workplace knowledge include the nature of science (its purpose, accountability, and substance), the structure of knowledge in each setting, the form content knowledge takes, the sequence that the curriculum is presented in, and the gatekeeping that occurs when knowledge is accessed. The paper addresses implications for interventions in school and the workplace, with attention to the transition from school to work, and concludes by pointing to profound obstacles to connecting school knowledge with workplace knowledge.

A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

NASA Astrophysics Data System (ADS)

Cooke-Nieves, Natasha Anika

Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal professional development in elementary science reform are offered. It is suggested that researchers investigate collaborative coaching through the lenses of organizational learning network theory, and develop professional learning communities with formal and informal educators; and that professional developers in city school systems and informal science institutions work in concert to produce more effective elementary teachers who not only love science but love teaching it.

What's in a domain: Understanding how students approach questioning in history and science

NASA Astrophysics Data System (ADS)

Portnoy, Lindsay Blau

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and science content. In two studies, students read history and science passages and then generated questions they would ask to make sense of the content. Nine categories of questions were identified to discern patterns of inquiry across both domains. Results indicate that while age and prior knowledge may play a role in the way students ask questions by domain there are persistent main effects of domain across both studies. Specifically, across both studies students ask questions regarding the purpose or function of ideas in science passages, whereas history passage are more regularly met with questions for supplemental information to complete a student's understanding. In contrast to extant research on developmental status or experience within a content area, current work suggests that domains themselves hold unique properties, which may influence how students approach questioning across domains.

The Impact of a Racing Feature on Middle School Science Students' Performance in an Educational Game: The Effect of Content-Free Game-Actions

ERIC Educational Resources Information Center

Ault, Marilyn; Craig-Hare, Jana; Frey, Bruce

2016-01-01

Reason Racer is an online, rate-based, multiplayer game designed to engage middle school students in the knowledge and skills related to scientific argumentation. Several game features are included as design considerations unrelated to science content or argumentation. One specific feature, a competitive racing component that occurs in between…

Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kafyulilo, Ayoub C.

2010-01-01

This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…

Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

ERIC Educational Resources Information Center

Kandi, Kamala M.

2013-01-01

This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

"Regressed Experts" as a New State in Teachers' Professional Development: Lessons from Computer Science Teachers' Adjustments to Substantial Changes in the Curriculum

ERIC Educational Resources Information Center

Liberman, Neomi; Kolikant, Yifat Ben-David; Beeri, Catriel

2012-01-01

Due to a program reform in Israel, experienced CS high-school teachers faced the need to master and teach a new programming paradigm. This situation served as an opportunity to explore the relationship between teachers' content knowledge (CK) and their pedagogical content knowledge (PCK). This article focuses on three case studies, with emphasis…

Analysis of a Moodle-Based Training Program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

ERIC Educational Resources Information Center

Stasinakis, Panagiotis K.; Kalogiannnakis, Michail

2017-01-01

In this study we aim to find out whether a training program for secondary school science teachers which was organized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for a specific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientific issues of…

Cyberscience and the Knowledge-Based Economy. Open Access and Trade Publishing: From Contradiction to Compatibility with Non-Exclusive Copyright Licensing

ERIC Educational Resources Information Center

Armbruster, Chris

2008-01-01

Open source, open content and open access are set to fundamentally alter the conditions of knowledge production and distribution. Open source, open content and open access are also the most tangible result of the shift towards e-science and digital networking. Yet, widespread misperceptions exist about the impact of this shift on knowledge…

Fun Science: The Use of Variable Manipulation to Avoid Content Instruction

NASA Astrophysics Data System (ADS)

Peters-Burton, Erin E.; Hiller, Suzanne E.

2013-02-01

This study examined the beliefs and rationale pre-service elementary teachers used to choose activities for upper-elementary students in a 1-week intensive science camp. Six undergraduate elementary pre-service teachers were observed as they took a semester-long science methods class that culminated in a 1-week science camp. This qualitative, phenomenological study found that counselors chose activities with the possibility of fun being a priority rather than teaching content, even after they were confronted with campers who demanded more content. Additionally, all six of the counselors agreed that activities involving variable manipulation were the most successful, even though content knowledge was not required to complete the activities. The counselors felt the variable manipulation activities were successful because students were constructing products and therefore getting to the end of the activity. Implications include building an awareness of the complexity of self-efficacy of science teaching and outcome expectancy to improve teacher education programs.

Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

NASA Astrophysics Data System (ADS)

Shein, Paichi Pat; Tsai, Chun-Yen

2015-09-01

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

Dewey's "Science as Method" a Century Later: Reviving Science Education for Civic Ends

ERIC Educational Resources Information Center

Rudolph, John L.

2014-01-01

Over a hundred years ago, John Dewey delivered his now-well-known address "Science as Subject-Matter and as Method" to those assembled at the Boston meeting of the American Association for the Advancement of Science in which he lamented the nearly exclusive focus on content knowledge in early-20th-century school science classrooms. This…

Understanding How Science Works: The Nature of Science as The Foundation for Science Teaching and Learning

ERIC Educational Resources Information Center

McComas, William F.

2017-01-01

The nature of science (NOS) is a phrase used to represent the rules of the game of science. Arguably, NOS is the most important content issue in science instruction because it helps students understand the way in which knowledge is generated and validated within the scientific enterprise. This article offers a proposal for the elements of NOS that…

Teaching Scientific Reasoning to Liberal Arts Students

NASA Astrophysics Data System (ADS)

Rubbo, Louis

2014-03-01

University courses in conceptual physics and astronomy typically serve as the terminal science experience for the liberal arts student. Within this population significant content knowledge gains can be achieved by utilizing research verified pedagogical methods. However, from the standpoint of the Univeristy, students are expected to complete these courses not necessarily for the content knowledge but instead for the development of scientific reasoning skills. Results from physics education studies indicate that unless scientific reasoning instruction is made explicit students do not progress in their reasoning abilities. How do we complement the successful content based pedagogical methods with instruction that explicitly focuses on the development of scientific reasoning skills? This talk will explore methodologies that actively engages the non-science students with the explicit intent of fostering their scientific reasoning abilities.

Nature of Science and Science Content Learning. The Relation Between Students' Nature of Science Understanding and Their Learning About the Concept of Energy

NASA Astrophysics Data System (ADS)

Michel, Hanno; Neumann, Irene

2016-12-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students' acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students' NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students' perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students' approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students' learning gain regarding energy forms, transformation, or conservation.

The impact of professional development in informal science contexts on teachers' content knowledge and discourse

NASA Astrophysics Data System (ADS)

Holliday, Gary M.

The Contextual Model of Learning (CML; Falk & Dierking, 1992, 2000) and reform documents have emphasized the unique learning environments that ISIs provide and the social aspects of that learning. As a result, individuals are able to use "each other as vehicles for reinforcing beliefs and meaning making" (Kisiel, 2003, p. 3). This study looked at two science content courses that were taught over two years by education staff of a large science and technology museum located in the Midwest. Data from six courses, with 187 participating elementary and middle school teachers, included content tests, portfolios and graduate credit assignments, daily and final evaluations of the course, as well as audio and video recordings of teachers while they were interacting with exhibits or engaged in an exhibit related activity. Results of this study found that PD educators' use of exhibits during both courses did not fully take into account the sociocultural context of CML and did not incorporate opportunities for discourse into the course instruction. However, when PD staff did make explicit connections between exhibits, science content, and activities, participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the courses. At the same time, even though teachers were very satisfied with the courses and felt that PD staff was effective in their instruction, participating teachers did not increase their science content knowledge even when explicit content connections were made to exhibits. It was unclear what outcomes the PD educators expect or want for their teacher students other than relaying content in a didactic manner (which was a secondary concern), sparking an interest in science, and providing many hands-on activities to bring back to the classroom. There is a need for a standardized professional development program for ISI educators and a need for restructuring ISI professional development so that it will address elementary and middle school teachers' need for science content. Further, developing instructional strategies for informal sites will be important since the learning potential that can be found through exhibits and exhibitions are not being fully realized.

Taking a Closer Look at Science Teaching Orientations

ERIC Educational Resources Information Center

Friedrichsen, Patrica; Van Driel, Jan H.; Abell, Sandra K.

2011-01-01

In this position paper, we examine the science teaching orientation component of the S. Magnusson, J. Krajcik, and H. Borko (1999) pedagogical content knowledge (PCK) model for science teaching. We trace the origin of the construct in the literature, identifying multiple definitions that have lead to ambiguity. After examining published studies…

Middle School Science: Working in a Confused Context.

ERIC Educational Resources Information Center

Berns, Barbara Brauner; Swanson, Judy

This paper presents the stories of two urban middle school science teachers, both identified as leaders in their districts. Both bring substantial expertise to science education, though neither has experienced optimal conditions for flourishing as teacher leaders. One teacher has strong content knowledge and a deep understanding of standards. The…

The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Bodzin, Alec; Peffer, Tamara; Kulo, Violet

2012-01-01

Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

Preservice Teachers' TPACK Beliefs and Attitudes toward Simulations

ERIC Educational Resources Information Center

Lehtinen, Antti; Nieminen, Pasi; Viiri, Jouni

2016-01-01

This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers' (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching…

Teaching the "Nature of Science": Modest Adaptations or Radical Reconceptions?

ERIC Educational Resources Information Center

Hipkins, Rosemary; Barker, Miles; Bolstad, Rachel

2005-01-01

This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice. Lack of philosophical consensus about the nature of science (NOS); lack of appropriate curriculum guidance, classroom materials and pedagogical content knowledge for NOS teaching; teachers' personal…

Summer Science Camp for Middle School Students: A Turkish Experience

ERIC Educational Resources Information Center

Sezen Vekli, Gulsah

2013-01-01

The present study aims to identify the effectiveness of summer science camp experience on middle school students' content knowledge and interest towards biology. For this purpose, two instruments including reflective journal and pre-post questionnaire were developed by four researchers who are expert in science education. Besides, the instruction…

Understanding Ecology Content Knowledge and Acquiring Science Process Skills through Project-Based Science Instruction

ERIC Educational Resources Information Center

Colley, Kabba E.

2006-01-01

This activity discusses a two-day unit on ecology implemented during the summer of 2004 using the project-based science instructional (PBSI) approach. Through collaborative fieldwork, group discussions, presentations, and reflections, students planned, implemented, and reported their own scientific investigations on the environmental health of…

Change in Teachers' Knowledge of Subject Matter: A 17-Year Longitudinal Study

ERIC Educational Resources Information Center

Arzi, Hanna J.; White, Richard T.

2008-01-01

This longitudinal study explored change in teachers' knowledge of subjects they teach from preservice training through 17 years of professional experience. It followed secondary school science teachers in Australia, through sequences of individual interviews in which change in content knowledge (mainly energy-related) was probed primarily via…

The Development of In-Service Science Teachers' Understandings of and Orientations to Teaching the Nature of Science within a PCK-Based NOS Course

ERIC Educational Resources Information Center

Faikhamta, Chatree

2013-01-01

The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers'…

[Problems of world outlook and methodology of science integration in biological studies].

PubMed

Khododova, Iu D

1981-01-01

Problems of worldoutlook and methodology of the natural-science knowledge are considered basing on the analysis of tendencies in the development of the membrane theory of cell processes and the use of principles of biological membrane functioning when solving some scientific and applied problems pertaining to different branches of chemistry and biology. The notion scientific knowledge integration is defined as interpenetration of approaches, methods and ideas of different branches of knowledge and enrichment on this basis of their content resulting in knowledge augmentation in each field taken separately. These processes are accompanied by appearance of new branches of knowledge - sciences "on junction" and their subsequent differentiations. The analysis of some gnoseological situations shows that integration of sciences contributes to coordination and some agreement of thinking styles of different specialists, puts forward keen personality of a scientist demanding, in particular, his high professional mobility. Problems of scientific activity organization are considered, which involve social sciences into the integration processes. The role of philosophy in the integration processes is emphasized.

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach

NASA Astrophysics Data System (ADS)

Tinnin, Richard Kinna

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

The Children's Lab at Northern State University. Elementary Teachers Moving toward Scientific Literacy.

ERIC Educational Resources Information Center

Knecht, Paul S.

The Children's Lab at Northern State University (South Dakota) is a science concept development laboratory for use by students in a physical science course for preservice elementary teachers. Its function is to develop science content knowledge in preservice elementary teachers, with the ultimate goal of developing science literacy in children.…

Innovating Science Teacher Education: A History and Philosophy of Science Perspective

ERIC Educational Resources Information Center

Niaz, Mansoor

2010-01-01

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational implications and develops…

Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations

ERIC Educational Resources Information Center

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly

2014-01-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies.…

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

NASA Astrophysics Data System (ADS)

Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

2007-12-01

Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

Using texts in science education: cognitive processes and knowledge representation.

PubMed

van den Broek, Paul

2010-04-23

Texts form a powerful tool in teaching concepts and principles in science. How do readers extract information from a text, and what are the limitations in this process? Central to comprehension of and learning from a text is the construction of a coherent mental representation that integrates the textual information and relevant background knowledge. This representation engenders learning if it expands the reader's existing knowledge base or if it corrects misconceptions in this knowledge base. The Landscape Model captures the reading process and the influences of reader characteristics (such as working-memory capacity, reading goal, prior knowledge, and inferential skills) and text characteristics (such as content/structure of presented information, processing demands, and textual cues). The model suggests factors that can optimize--or jeopardize--learning science from text.

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

A Large-Scale Inquiry-Based Astronomy Intervention Project: Impact on Students' Content Knowledge Performance and Views of their High School Science Classroom

NASA Astrophysics Data System (ADS)

Fitzgerald, Michael; McKinnon, David H.; Danaia, Lena; Deehan, James

2016-12-01

In this paper, we present the results from a study of the impact on students involved in a large-scale inquiry-based astronomical high school education intervention in Australia. Students in this intervention were led through an educational design allowing them to undertake an investigative approach to understanding the lifecycle of stars more aligned with the `ideal' picture of school science. Through the use of two instruments, one focused on content knowledge gains and the other on student views of school science, we explore the impact of this design. Overall, students made moderate content knowledge gains although these gains were heavily dependent on the individual teacher, the number of times a teacher implemented and the depth to which an individual teacher went with the provided materials. In terms of students' views, there were significant global changes in their views of their experience of the science classroom. However, there were some areas where no change or slightly negative changes of which some were expected and some were not. From these results, we comment on the necessity of sustained long-period implementations rather than single interventions, the requirement for similarly sustained professional development and the importance of monitoring the impact of inquiry-based implementations. This is especially important as inquiry-based approaches to science are required by many new curriculum reforms, most notably in this context, the new Australian curriculum currently being rolled out.

Linking vocabulary to imagery: Improving science knowledge through multimedia design

NASA Astrophysics Data System (ADS)

Adler, Tracy R.

This qualitative study looked at the vocabulary development of four urban sixth-grade students as they used laser disk and computer technologies to view images and then connect those images to textual definitions through multimedia design. Focusing on three science content areas (the water cycle, the rock cycle, and the web of life), students worked in pairs to create their own multimedia stacks that focused on the prescribed vocabulary. Using a combination of text, images, and audio, students demonstrated their understanding of content vocabulary words and how these words are interconnects within a science topic. Further, the study examined the impact that linking images to vocabulary and textual definitions has on helping students memorize definitions of the science content words. It was found that the use of imagery had a positive affect on the students' ability to identify textual definitions and vocabulary words, though it did not have a great impact on their later recall of word/definition connections. In addition, by designing their own multimedia artifacts, students were able to connect the vocabulary and images within a specific content area and explain their function within a broader science concept. The results of this study were inconclusive as to the impact this activity had on the students' ability to transfer their knowledge to correctly answering questions similar to the ones they see on their state proficiency exam.

Looking inward, looking outward: Developing knowledge through teacher research in a middle school science classroom during a unit on magnetism and electricity

NASA Astrophysics Data System (ADS)

George, Melissa D.

In this study I aimed to understand effective teaching and learning in the context of my middle school science classroom. The study was a multiple case analysis of two classes of students, one gifted and one academic, during a unit on magnetism and electricity. From a teacher researcher perspective, I conducted the study to investigate the development of my knowledge---scientific, pedagogical content, and reflective---as a teacher. From an analysis of questionnaires, field notes, transcribed audio tapes of small and large group discussions, and student artifacts, I constructed an understanding of my students' learning and my own growth in several realms. My scientific knowledge grew both substantively and syntactically; I elaborated my understanding of magnetism, rethought my delivery of electricity, realized a need for training in electronics, and refined my definition of the nature of science in research. I built on my pedagogical content knowledge with regard to students ideas about magnetism and electricity, learning characteristics of gifted students, tools of inquiry that facilitate learning, and methods to operationalize the situated learning model. Most importantly I gained an understanding of teacher research and its three components: ownership, purpose, and methodology. The findings contribute to the understanding of teacher research as well as various bodies of science education literature: (a) students' ideas about magnetism, (b) the science learning characteristics of gifted students, (c) tools of inquiry in the science classroom, and (d) operationalization of the situated learning model.

The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

NASA Astrophysics Data System (ADS)

Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

2017-12-01

This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students

ERIC Educational Resources Information Center

Dolphin, Glenn

2009-01-01

Current high school Earth Science curricula and textbooks organize scientific content into isolated "units" of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientific…

Virtually the Same: A Comparison of STEM Students' Content Knowledge, Course Performance, and Motivation to Learn in Virtual and Face-to-Face Introductory Biology Laboratories. Research and Teaching

ERIC Educational Resources Information Center

Reece, Amber J.; Butler, Malcolm B.

2017-01-01

Biology I is a required course for many science, technology, engineering, and mathematics (STEM) majors and is often their first college-level laboratory experience. The replacement of the traditional face-to-face laboratory experience with virtual laboratories could influence students' content knowledge, motivation to learn biology, and overall…

Teaching physics using project-based engineering curriculum with a theme of alternative energy

NASA Astrophysics Data System (ADS)

Tasior, Bryan

The Next Generation Science Standards (NGSS) provide a new set of science standards that, if adopted, shift the focus from content knowledge-based to skill-based education. Students will be expected to use science to investigate the natural world and solve problems using the engineering design process. The world also is facing an impending crisis related to climate, energy supply and use, and alternative energy development. Education has an opportunity to help provide the much needed paradigm shift from our current methods of providing the energy needs of society. The purpose of this research was to measure the effectiveness of a unit that accomplishes the following objectives: uses project-based learning to teach the engineering process and standards of the NGSS, addresses required content expectations of energy and electricity from the HSCE's, and provides students with scientific evidence behind issues (both environmental and social/economic) relating to the energy crisis and current dependence of fossil fuels as our primary energy source. The results of the research indicate that a physics unit can be designed to accomplish these objectives. The unit that was designed, implemented and reported here also shows that it was highly effective at improving students' science content knowledge, implementing the engineering design standards of the NGSS, while raising awareness, knowledge and motivations relating to climate and the energy crisis.

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

"I'd Need To Do A Lot Of Reading Myself before Teaching This." How Do Primary Student Teachers Know What Science To Teach?

ERIC Educational Resources Information Center

Smith, Robin; Lloyd, Jane

The subject knowledge primary teachers have as a basis for their teaching has become a major concern in preservice and inservice teacher education. This paper reports on a study that investigated the science and pedagogical content knowledge of a sample of 42 preservice primary teachers in England. Assignments and questionnaires were used to…

The Texas Earth and Space Science (TXESS) Revolution: A Model for the Delivery of Earth Science Professional Development to Minority-Serving Teachers

ERIC Educational Resources Information Center

Ellins, K. K.; Snow, E.; Olson, H. C.; Stocks, E.; Willis, M.; Olson, J.; Odell, M. R.

2013-01-01

The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was…

Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades

NASA Astrophysics Data System (ADS)

Barrington, Byron L.; Hendricks, Bryan

A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

NASA Astrophysics Data System (ADS)

Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to recognize contradictions and to internalize and set their instructional goal, facilitating their learning. Without recognition of contradictions, some of these micro-communities are not aware that their instruction is not in line with the AP Biology goal of science practice. An in-depth look at teacher learning revealed the criticality of reflective practice and the need for an "expert" within a teacher's community to facilitate = learning and develop SCK to incorporate science practice in classroom instruction.

How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim

2015-01-01

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

NASA Astrophysics Data System (ADS)

Fraser, Sharon P.

2016-02-01

In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

NASA Astrophysics Data System (ADS)

Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching placements---in particular, the extent to which their cooperating teachers gave them the autonomy and planning time to design and implement their own activities and lessons. While the "integrated approach" to diversity and equity in science teacher education was, overall, successful in helping preservice teachers' move closer toward developing the beliefs, knowledge, and practices necessary for effective instruction in underserved classrooms, suggestions are given for increasing the effectiveness of the "integrated approach," particularly in the context of a one-year credentialing program.

History, Philosophy, and Science in a Social Perspective: A Pedagogical Project

NASA Astrophysics Data System (ADS)

Guerra, Andreia; Braga, Marco; Reis, José Claudio

2013-06-01

Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical-philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical-philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical-philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science.

A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

NASA Astrophysics Data System (ADS)

Brooks, Kristine M.

The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the nature of science and what is the balance of ethnic diversity in the participants in science (students and scientists) in physical science textbooks? To establish an answer to these questions, this investigation used content analysis. For the balance of the four aspects of the nature of science, the analysis was conducted on random page samples of five physical science textbooks. A random sampling of the pages within the physical science textbooks should be sufficient to represent the content of the textbooks (Garcia, 1985). For the balance of ethnic diversity of the participants in science, the analysis was conducted on all pictures or drawings of students and scientists within the content of the five textbooks. One of these IPC books is under current use in a large, local school district and the other four were published during the same, or similar, year. Coding procedures for the sample used two sets of coders. One set of coders have previously analyzed for the nature of science in a study on middle school science textbooks (Phillips, 2006) and the coders for ethnic diversity are public school teachers who have worked with ethnically diverse students for over ten years. Both sets of coders were trained and the reliability of their coding checked before coding the five textbooks. To check for inter-coder reliability, percent agreement, Cohen's kappa and Krippendorff's alpha were calculated. The results from this study indicate that science as a body of knowledge and science as a way of investigating are the prevalent themes of the nature of science in the five physical science textbooks. This investigation also found that there is an imbalance in the ethnic diversity of students and scientists portrayed within the chapters of the physical science textbooks studied. This imbalance reflects ratios that are neither equally balanced nor in align with the U.S. Census. Given that textbooks are the main sources of information in most classrooms, the imbalance of the nature of science could provide the students, and the teachers, with an incomplete perception and understanding of the nature of science. This imbalance could also provide the students with inadequate skills to develop and process science information and apply it to their world. The ethnic diversity portrayed in the physical science textbooks provides an inadequate link between the students' ethnic backgrounds and the ethnic diversity of the participants of science. Educators and publishers should provide science textbooks that incorporate all four aspects of the nature of science to a degree that science is perceived as more than just facts and information. Science must be recognized as a way of investigating, a way of thinking, and a way of applying knowledge to society. Further, in order to recognize all people who take part in science, students and scientists from a variety of ethnic groups should be portrayed in the physical science textbooks.

The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach

ERIC Educational Resources Information Center

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-01-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…

Teaching Math and Science: Improving Instruction through Local Systemic Change Initiatives

ERIC Educational Resources Information Center

Weiss, Iris R.; Pasley, Joan D.

2007-01-01

Local Systemic Change projects, funded by the National Science Foundation, were designed to help teachers of mathematics and science deepen their content knowledge and improve their instructional practices. Ms. Weiss and Ms. Pasley describe how these aims were accomplished through a combination of intensive professional development and follow-up…

Moving from Content Knowledge to Engagement

ERIC Educational Resources Information Center

McDonald, James; Dominguez, Lynn

2005-01-01

While the goal of science education used to be to produce more scientists, that goal has changed with the introduction of the National Science Education Standards (NSES) (NRC 1996). Society has recognized that it is essential for everyone, regardless of vocation, to understand the fundamentals of science and technology. The phrase that has come to…

Science Students and the Social Sciences: Strange Bedfellows?

ERIC Educational Resources Information Center

Yeong, Foong May

2014-01-01

With various internet resources available to students, the main aim of a good university education today should not merely be to provide students with content knowledge, but rather to equip them with essential skills necessary to develop into lifelong learners. Among science educators, repeated calls have been made to promote a more holistic…

Dynamic Framing in the Communication of Scientific Research: Texts and Interactions

ERIC Educational Resources Information Center

Davis, Pryce R.; Russ, Rosemary S.

2015-01-01

The fields of science education and science communication share the overarching goal of helping non-experts and non-members of the professional science community develop knowledge of the content and processes of scientific research. However, the specific audiences, methods, and aims employed in the two fields have evolved quite differently and as…

Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

ERIC Educational Resources Information Center

Hechter, Richard; Vermette, Laurie Anne

2014-01-01

This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

Examining the Relationship between Elementary Teachers' Science Self-Efficacy and Science Content Knowledge

ERIC Educational Resources Information Center

Wimsatt, Mary Jo

2012-01-01

Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service…

The Influence of Primary Children's Ideas in Science on Teaching Practice.

ERIC Educational Resources Information Center

Akerson, Valarie L.; Flick, Lawrence B.; Lederman, Norman G.

2000-01-01

Explores how children's ideas in science affect elementary science instruction by investigating whether and how three primary teachers recognize and react to student ideas. Finds that the experienced teacher with the highest level of content knowledge had the largest repertoire for eliciting and addressing student ideas, and the intern teacher's…

The Impact of a Citizen Science Program on Student Achievement and Motivation: A Social Cognitive Career Perspective

ERIC Educational Resources Information Center

Hiller, Suzanne E.

2012-01-01

Citizen science programs are joint efforts between hobbyists and professional scientists designed to collect data to support scientific research. Through these programs, biologists study species population trends while citizen scientists improve their content knowledge and science skills. The purpose of the present mixed method quasi-experimental…

Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; Steingut, Rebecca

2016-01-01

Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies…

Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

ERIC Educational Resources Information Center

Cady, Jo Ann; Rearden, Kristin

2007-01-01

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

The Effects of Teachers' Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development

ERIC Educational Resources Information Center

Yoon, Susan A.; Yom, Jessica Koehler; Yang, Zhitong; Liu, Lei

2017-01-01

Background: Recent research investigating the conditions under which science teachers can successfully implement science education reforms suggests that focusing only on professional development to improve content knowledge and teaching skills--often referred to as human capital--may not be enough. Increasingly, possessing social capital, defined…

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

ERIC Educational Resources Information Center

Jang, Syh-Jong; Chen, Kuan-Chung

2010-01-01

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers' pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer…

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

ERIC Educational Resources Information Center

Kim, Hanna

2011-01-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were…

Conducting Science Inquiry in Primary Classrooms: Case Studies of Two Preservice Teachers' Inquiry-Based Practices

ERIC Educational Resources Information Center

Leonard, Jacqueline; Boakes, Norma; Moore, Cara M.

2009-01-01

This study examined the impact of an intervention designed to promote inquiry-based instruction among early childhood/elementary preservice teachers in Earth science. Preservice teachers participated in training sessions and community-based internships to deepen Earth science content knowledge and develop inquiry-based practices. Analyses of Earth…

A Presumption of Competence: Elementary Pre-Service Teacher Knowledge about Dissolving

ERIC Educational Resources Information Center

Harrell, Pamela; Subramaniam, Karthigeyan

2014-01-01

This study explored elementary pre-service teachers' content knowledge for dissolving before and after an instructional intervention over a 15-week science methods course. Pre-service teacher knowledge was examined using pre/post concept maps (Cmaps) and drawings with narrative descriptions. A mixed methods approach was used for both data…

Science Teachers' Proficiency Levels and Patterns of TPACK in a Practical Context

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Lin, Tzu-Chiang; Hsu, Ying-Shao; Wu, Hisn-Kai; Hwang, Fu-Kwun

2015-01-01

Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40…

Examining Multiple Dimensions of Word Knowledge for Content Vocabulary Understanding

ERIC Educational Resources Information Center

Cervetti, Gina N.; Tilson, Jennifer L.; Castek, Jill; Bravo, Marco A.; Trainin, Guy

2012-01-01

This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weather and the water cycle for third-and-fourth graders, included items for six knowledge types--recognition, definition, classification/example, context,…

The Role of Prior Knowledge in Learning from Analogies in Science Texts

ERIC Educational Resources Information Center

Braasch, Jason L. G.; Goldman, Susan R.

2010-01-01

Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy "per se." In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday…

Science teaching in science education

NASA Astrophysics Data System (ADS)

Callahan, Brendan E.; Dopico, Eduardo

2016-06-01

Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

ERIC Educational Resources Information Center

Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

Inscriptional Practices in Undergraduate Introductory Science Courses: A Path toward Improving Prospective K-6 Teachers' Understanding and Teaching of Science

ERIC Educational Resources Information Center

Kindfield, Ann C. H.; Singer-Gabella, Marcy

2010-01-01

Inscriptions play a critical role in the creation and communication of scientific knowledge, yet are afforded little status in traditional science education research and practice. In the vast majority of science classrooms, K-12 and university alike, inscriptions are treated as transparent, unproblematic illustrations of the "content" rather than…

Social Justice, Place, and Equitable Science Education: Broadening Urban Students' Opportunities to Learn

ERIC Educational Resources Information Center

Leonard, Jacqueline; Chamberlin, Scott A.; Johnson, Joy B.; Verma, Geeta

2016-01-01

In this paper, results from a 2-year informal science education study are presented. Children (aged 8-12) in this study participated in multi-aged groups to learn science within the context of paleontology and climate change. The goals of the project were to increase science content knowledge among underrepresented minority students and to enhance…

Clinical Competencies and the Basic Sciences: An Online Case Tutorial Paradigm for Delivery of Integrated Clinical and Basic Science Content

ERIC Educational Resources Information Center

DiLullo, Camille; Morris, Harry J.; Kriebel, Richard M.

2009-01-01

Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small…

An Evaluation of an Elementary Science Methods Course with Respect to Preservice Teacher's Pedagogical Development

ERIC Educational Resources Information Center

Lee, Carole Kwan-Ping

2012-01-01

The science methods course is a requirement for the Bachelor of Science degree in elementary education licensure program in a mid-west state university in the U.S.A. In one semester, the author decided to evaluate the effectiveness of the science methods course in pedagogical content knowledge areas such as theory, planning and implementation.…

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

Transfer of Analytical Skills From Subject to Subject - Reality or Fiction?

NASA Astrophysics Data System (ADS)

de Oliveira, G.; Murray, D. P.; Veeger, A.; Caulkin, J.; Brand, S.; Fogleman, J.; Dooley, H.

2013-12-01

The Rhode Island Technology Enhanced Science (RITES) Project is a partnership aimed at improving science education in Rhode Island. Most of the school districts in the state and five institutions of higher education participate in it. RITES was funded by the NSF Math and Science Partnership program, to a large extent because a statewide partnership would elucidate strategies that could be implemented in a diversity of environments throughout the country. The project has become an authentic and equal partnership that benefits both K-12 and higher education institutions; it has succeeded in improving science education by several measures, including gains in teacher content knowledge and in student performance on standardized exams. One of the centerpieces of the project is a professional development (PD) program, which has engaged more than 65% of the middle and secondary levels science teachers in the state. In this presentation we discuss outcomes of the PD, which shed light on questions of general interest to science educators. It is widely held that inquiry skills should be transferrable from one scientific domain to another regardless of content, and this premise was central to the original design philosophy of RITES PD. Nevertheless, although many educators embrace this view, it is a hypothesis that has been mostly untested. That is because there are few environments where an appropriate tool is in place to measure inquiry skills. RITES was uniquely positioned to measure the impact of its PD on student inquiry skills, and whether those skills would translate to topics not covered in classroom activities. New England has a multi-state consortium with a common assessment program, which measures inquiry skills in addition to content knowledge. Inquiry tasks on the New England Common Assessment Program (NECAP) may use any science topic. RITES offers technology-based classroom investigations for all areas of science, but it is nigh impossible to match inquiry opportunities during the academic year with the content of the NECAP inquiry tasks, as the latter continually change. An analysis of the NECAP inquiry assessment shows that students of RITES teachers do significantly better than others on inquiry. Moreover, no correlation has been found between the topics of the PDs and the NECAP inquiry tasks. These results will be discussed in this presentation along with insights from pre/post assessments of content knowledge specific to RITES investigations.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

NASA Astrophysics Data System (ADS)

Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

What an ambulance nurse needs to know: a content analysis of curricula in the specialist nursing programme in prehospital emergency care.

PubMed

Sjölin, Helena; Lindström, Veronica; Hult, Håkan; Ringsted, Charlotte; Kurland, Lisa

2015-04-01

In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses' main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution. Copyright © 2014 Elsevier Ltd. All rights reserved.

The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

NASA Astrophysics Data System (ADS)

Bonner, Portia Selene

2001-07-01

Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging themes and sub-themes that attempts to explain how teachers begin with an intended curriculum but digress to the actual curriculum. The results of this study were consistent with previous research on teachers' beliefs and pedagogy but also revealed a new model to explain the interaction of the three constructs. Each instructor held individual beliefs about science, science teaching and pedagogy. However, there was some commonality with teachers' beliefs, pedagogy and perceptions that impacted the implementation of the curriculum. It is the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of the curriculum that determines what is taught and instructional strategies used to teach a concept.

The Development and Validation of a Three-Tier Diagnostic Test Measuring Pre-Service Elementary Education and Secondary Science Teachers' Understanding of the Water Cycle

ERIC Educational Resources Information Center

Schaffer, Dannah Lynn

2013-01-01

The main goal of this research study was to develop and validate a three-tier diagnostic test to determine pre-service teachers' (PSTs) conceptual knowledge of the water cycle. For a three-tier diagnostic test, the first tier assesses content knowledge; in the second tier, a reason is selected for the content answer; and the third tier allows…

An exploratory study with preliminary results: The development and evaluation of a Genetics Concept Inventory

NASA Astrophysics Data System (ADS)

Hott, Adam M.

Modern science education reform includes the development of standards and recommendations for content as well as the development and evaluation of pedagogy, but demonstrates limited assessment of student knowledge. Student knowledge assessment is an important factor in measuring the scientific literacy of current students. Concept inventories have been developed and used for the past fourteen years to assess non-science major student conceptual understanding of a content area. Inventories have been developed in the fields of physics, astronomy, chemistry and biology. The development and evaluation of a Genetics Concept Inventory (GCI) is presented here. The reliability estimate of 0.62 is supported by a respected panel of genetics educators' revisions, no significant gender bias, and the ability of junior and senior biology majors to outperform the non-science majors. Pretest/Posttest comparisons show a significant increase in five of six genetics content areas as well as a 9% increase on the overall percent score for the instrument. Although the Genetics Concept Inventory presented here needs further modification and testing, it is the first step in the development of a quality assessment tool for genetics content.

Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

NASA Astrophysics Data System (ADS)

Simmonds, Paul J.; Wenner, Julianne A.

Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

Leveraging the power of music to improve science education

NASA Astrophysics Data System (ADS)

Crowther, Gregory J.; McFadden, Tom; Fleming, Jean S.; Davis, Katie

2016-01-01

We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while performance on 'bonus questions' not covered by the videos did not improve. Video-specific improvement was observed in both basic knowledge and genuine comprehension (levels 1 and 2 of Bloom's taxonomy, respectively) and after both lyrics-only and visually rich versions of some videos. In Study B, musical versions of additional science videos were not superior to non-musical ones in their immediate impact on content knowledge, though musical versions were significantly more enjoyable. In Study C, a non-musical video on fossils elicited greater immediate test improvement than the musical version ('Fossil Rock Anthem'); however, viewers of the music video enjoyed a modest advantage on a delayed post-test administered 28 days later. Music video viewers more frequently rated their video as 'fun', and seemed more likely to revisit and/or share the video. Our findings contribute to a broader dialogue on promising new pedagogical strategies in science education.

The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

NASA Astrophysics Data System (ADS)

Milbourne, Jeff; Wiebe, Eric

2018-02-01

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change

NASA Astrophysics Data System (ADS)

Southerland, Sherry A.; Sowell, Scott; Enderle, Patrick

2011-08-01

This research explored science teachers' pedagogical discontentment and described its role in teachers' consideration of new teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one's teaching practices do not achieve one's teaching goals. Through a series of structured interviews conducted with 18 practicing science teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in the teachers' pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional development.

Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

ERIC Educational Resources Information Center

Kalchman, Mindy; Kozoll, Richard H.

2017-01-01

Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Mitton Kukner, Jennifer; Murray Orr, Anne

2015-01-01

The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…

Bonding Ideas About Inquiry: Exploring Knowledge and Practices of Metacognition in Beginning Secondary Science Teachers

NASA Astrophysics Data System (ADS)

Rivero Arias, Ana Margarita

Metacognition, identified generally as "thinking about thinking", plays a fundamental role in science education. It enhances the understanding of science as a way to generate new knowledge using scientific concepts and practices. Moreover, metacognition supports the development of students' life-long problem solving, collaboration, and critical thinking skills. When teachers use metacognition with intention, it can promote students' agency and responsibility for their own learning. However, despite all of its benefits, metacognition is rarely seen in secondary science classrooms. Thus, it is important to understand what beginning teachers know and how they use metacognition during their first years in order to find ways to prepare and support them in incorporating metacognitive practices into their science teaching. The purpose of this multimethod study was to describe the metacognitive knowledge and experiences of beginning science teachers. For the quantitative research strand, I surveyed 36 secondary science teachers about their awareness of metacognition and used classroom observations coded from a larger research study to identify how often teachers were using metacognition to teach science. For the qualitative strand, I interviewed 15 participants about their knowledge and experiences of metacognition (including reflective practices) and spent two weeks observing two of the teachers who described exemplary metacognitive teaching practices. I found that participants had a solid awareness of metacognition, but considered the term complicated to enact, difficult for students, and less important to focus on during their first years of teaching than other elements such as content. Additionally, teaching experience seemed to have an effect on teachers' knowledge and experiences of metacognition. However, participants who were using metacognitive practices had recognized their importance since the beginning of their teaching. Reflective practices can help improve teaching, but what seems more effective is for teachers to have an experience using metacognition embedded in science content. The results of this study include a description of metacognitive teaching practices that could be helpful for secondary science teachers. The study also provides recommendations for future research, especially for teacher education programs, to promote a better understanding of metacognition while preparing secondary science teachers.

The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

NASA Astrophysics Data System (ADS)

Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

2011-01-01

This paper focuses interest in science as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different knowledge of science dimensions described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education.

How Effective Is the Jigsaw Method when Used to Introduce New Science Curricula in Middle School Science?

ERIC Educational Resources Information Center

Dollard, Mark W.; Mahoney, Kate

2010-01-01

The purpose of this study was to determine the effects of the Jigsaw method, a cooperative learning tool, on content knowledge and attitude toward learning science. A group of 64 students in an 8th grade physical science class located in rural western New York participated in this study. As an intervention for this action research study, science…

Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

ERIC Educational Resources Information Center

Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

2014-01-01

Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

Promotion of Cultural Content Knowledge through the Use of the History and Philosophy of Science

ERIC Educational Resources Information Center

Galili, Igal

2012-01-01

Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of…

Preservice Science Teachers' Perceptions of Their TPACK Development after Creating Digital Stories

ERIC Educational Resources Information Center

Sancar-Tokmak, Hatice; Surmeli, Hikmet; Ozgelen, Sinan

2014-01-01

The aim of this case study was to examine pre-service science teachers' (PSTs) perceptions of their Technological Pedagogical Content Knowledge (TPACK) development after creating digital stories based on science topics drawn from the national curriculum. A total of 21 PSTs enrolled in Introduction to Computers II participated in the study. Data…

PCK in Action: Examining One Chemistry Teacher's Practice through the Lens of Her Orientation toward Science Teaching

ERIC Educational Resources Information Center

Boesdorfer, Sarah; Lorsbach, Anthony

2014-01-01

A teacher's orientation toward science teaching has been proposed as very influential to a teacher's pedagogical content knowledge (PCK) and teaching practice. Experienced teachers' orientation toward science teaching and its connections to their practice has not been well explored. Focusing on a unit about the periodic table, this study provides…

A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program

ERIC Educational Resources Information Center

Zirakparvar, N. Alex

2015-01-01

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth…

A Study of Special Education Teachers' TPACK Development in Mathematics and Science through Assessment of Lesson Plans

ERIC Educational Resources Information Center

Lyublinskaya, Irina; Tournaki, Nelly

2014-01-01

Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional…

The Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry

ERIC Educational Resources Information Center

Ramnarain, Umesh; Nampota, Dorothy; Schuster, David

2016-01-01

This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and…

Moving Forward: State Engagement with the Next Generation Science Standards. Special re:VISION Insert. Issue 5

ERIC Educational Resources Information Center

Hunt Institute, 2014

2014-01-01

A rigorous K-12 science education builds student knowledge in core scientific content and equips students to analyze problems, use evidence, and investigate solutions. The education requirements of careers across the economy are increasing and all students--regardless of whether they pursue science as a career--need greater proficiency in the…

World-Class Ambitions, Weak Standards: An Excerpt from "The State of State Science Standards 2012"

ERIC Educational Resources Information Center

American Educator, 2012

2012-01-01

A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly…

High School Students' Meta-Modeling Knowledge

ERIC Educational Resources Information Center

Fortus, David; Shwartz, Yael; Rosenfeld, Sherman

2016-01-01

Modeling is a core scientific practice. This study probed the meta-modeling knowledge (MMK) of high school students who study science but had not had any explicit prior exposure to modeling as part of their formal schooling. Our goals were to (A) evaluate the degree to which MMK is dependent on content knowledge and (B) assess whether the upper…

Dealing with an information overload of health science data: structured utilisation of libraries, distributed knowledge in databases and Web content.

PubMed

Hoelzer, Simon; Schweiger, Ralf K; Rieger, Joerg; Meyer, Michael

2006-01-01

The organizational structures of web contents and electronic information resources must adapt to the demands of a growing volume of information and user requirements. Otherwise the information society will be threatened by disinformation. The biomedical sciences are especially vulnerable in this regard, since they are strongly oriented toward text-based knowledge sources. Here sustainable improvement can only be achieved by using a comprehensive, integrated approach that not only includes data management but also specifically incorporates the editorial processes, including structuring information sources and publication. The technical resources needed to effectively master these tasks are already available in the form of the data standards and tools of the Semantic Web. They include Rich Site Summaries (RSS), which have become an established means of distributing and syndicating conventional news messages and blogs. They can also provide access to the contents of the previously mentioned information sources, which are conventionally classified as 'deep web' content.

Towards a Competency Model for Teaching Computer Science

ERIC Educational Resources Information Center

Bender, Elena; Hubwieser, Peter; Schaper, Niclas; Margaritis, Melanie; Berges, Marc; Ohrndorf, Laura; Magenheim, Johannes; Schubert, Sigrid

2015-01-01

To address the special challenges of teaching computer science, adequate development of teachers' competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers' beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely…

Instructional Leadership in Elementary School Science

ERIC Educational Resources Information Center

Sherman, Ann; MacDonald, Leo

2008-01-01

Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach…

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

NASA Astrophysics Data System (ADS)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

NASA Astrophysics Data System (ADS)

Seker, Hayati; Guney, Burcu G.

2012-05-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in the light of the facilitator model on the use of history of science in science teaching, and to expose possible difficulties in preparing historical materials. For this purpose, qualitative content analysis method was employed. Codes and themes were defined beforehand, with respect to levels and their sublevels of the model. The analysis revealed several problems with the alignment of historical sources for the physics curriculum: limited information about scientists' personal lives, the difficulty of linking with content knowledge, the lack of emphasis on scientific process in the physics curriculum, differences between chronology and sequence of topics, the lack of information about scientists' reasoning. Based on the findings of the analysis, it would be difficult to use original historical sources; educators were needed to simplify historical knowledge within a pedagogical perspective. There is a need for historical sources, like Harvard Case Histories in Experimental Science, since appropriate historical information to the curriculum objectives can only be obtained by simplifying complex information at the origin. The curriculum should leave opportunities for educators interested in history of science, even historical sources provides legitimate amount of information for every concepts in the curriculum.

A Cross-Cultural Comparison of Korean and American Science Teachers' Views of Evolution and the Nature of Science

NASA Astrophysics Data System (ADS)

Kim, Sun Young; Nehm, Ross H.

2011-01-01

Despite a few international comparisons of the evolutionary beliefs of the general public, comparatively less research has focused on science teachers. Cross-cultural studies offer profitable opportunities for exploring the interactions among knowledge and belief variables in regard to evolution in different socio-cultural contexts. We investigated the evolutionary worldviews of pre-service science teachers from Asia (specifically South Korea), a region often excluded from international comparisons. We compared Korean and American science teachers': (1) understandings of evolution and the nature of science, and (2) acceptance of evolution in order to elucidate how knowledge and belief relationships are manifested in different cultural contexts. We found that Korean science teachers exhibited 'moderate' evolutionary acceptance levels comparable to or lower than American science teacher samples. Gender was significantly related to Korean teachers' evolution content knowledge and acceptance of evolution, with female Christian biology teachers displaying the lowest values on all measures. Korean science teachers' understandings of nature of science were significantly related to their acceptance and understanding of evolution; this relationship appears to transcend cultural boundaries. Our new data on Korean teachers, combined with studies from more than 20 other nations, expose the global nature of science teacher ambivalence or antipathy toward evolutionary knowledge.

Argument as Professional Development: Impacting Teacher Knowledge and Beliefs About Science

NASA Astrophysics Data System (ADS)

Crippen, Kent J.

2012-12-01

Using a case study method, the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention were examined. The participants ( N = 42) represented 25 different high schools from a large urban school district in the southwestern United States. Data sources included a multiple-choice science content test and artifacts from a capstone argument project. Findings indicate although it was intended for the curriculum to be a robust and sufficient collection of evidence, participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials. Content knowledge increased, but an issue with teacher conceptions of primary data was identified, as none of the participants chose to use any of their experimental results in their final arguments. The results of this study reinforce multiple calls for science curricula that engage students (including teachers as students) in the manipulation and questioning of authentic data as a means to better understanding complex socioscientific issues and the nature of science.

Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

NASA Astrophysics Data System (ADS)

Lowery, Maye Norene Vail

1998-12-01

The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning; classroom management; and application of standards-based instruction. Prolonged, extensive classroom involvement provided familiarity with the ability levels of elementary students. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience. This may be attributed to the immersion in the school-based setting (hands-on) and the standards-based approach (minds-on) methods course. The results are written in case study form using thick description with an emphasis on preservice teachers.

The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

NASA Astrophysics Data System (ADS)

McIntosh Ciechanowski, Kathryn E.

Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural resources such as popular culture, family, and children's literature. The teacher was more likely to take up these resources (although briefly) when they tightly aligned with instructional goals. Bilingual students faced great complexity as they drew upon linguistic resources to learn technical language and content in two languages and within multiple academic and everyday discourses.

A critical narrative review of transfer of basic science knowledge in health professions education.

PubMed

Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole

2018-06-01

'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that requires further development for implementation and scholarship. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The Language of Argumentation

ERIC Educational Resources Information Center

Taylor, Laurie

2013-01-01

Using scientific debate focuses students on the real-life applications and implications of science and increases their reasoning skills, presentation skills, and science content knowledge. In this article, the author defines an "argument" as a position based on evidence and a "debate" as a formal setting in which two teams…

Current developments in soil water sensing for climate, environment, hydrology and agriculture

USDA-ARS?s Scientific Manuscript database

Knowledge of the four dimensional spatio-temporal status and dynamics of soil water content is becoming indispensable to solutions of agricultural, environmental, climatological and engineering problems at all scales. In agronomy alone, science is severely limited by scant or inaccurate knowledge of...

The effect of science demonstrations as a community service activity on pre-service science teachers' teaching practices

NASA Astrophysics Data System (ADS)

Gurel, Derya Kaltakci

2016-03-01

In the scope of this study, pre-service science teachers (PSST) developed and carried out science demonstrations with everyday materials for elementary school students as a community service activity. 17 PSST enrolled in the community services practices course at Kocaeli University comprised the sample of the present study. Community service practices aim to develop consciousness of social responsibility and professional skills, as well as to gain awareness of social and community problems and find solutions for pre-service teachers. With this aim, each PSST developed five science demonstration activities and their brochures during a semester. At the end of the semester, a total of 85 demonstrations were carried out at public elementary schools, which are especially located in socioeconomically poor districts of Kocaeli, Turkey. In the present case study, the effect of developing and carrying out science demonstrations for elementary school students on six of the PSST' teaching practices on density and buoyancy concept was investigated. 30-minute interviews conducted with each PSST, videos recorded during their demonstration performances, brochures they prepared for their demonstration activities, and reflection papers were used as data collection tools of the study. The results showed that community service practices with science demonstrations had positive effects on PSST' science content knowledge and pedagogical content knowledge.

Student performance on argumentation task in the Swedish National Assessment in science

NASA Astrophysics Data System (ADS)

Jönsson, Anders

2016-07-01

The aim of this study is to investigate the influence of content knowledge on students' socio-scientific argumentation in the Swedish National Assessment in biology, chemistry and physics for 12-year-olds. In Sweden, the assessment of socio-scientific argumentation has been a major part of the National Assessment during three consecutive years and this study utilizes data on student performance to investigate (a) the relationship between tasks primarily addressing argumentation and tasks addressing primarily content knowledge as well as (b) students' performance on argumentation tasks, which differ in relation to content, subject, aspect of argumentation and assessment criteria. Findings suggest a strong and positive relationship between content knowledge and students' performance on argumentation tasks. The analysis also provides some hypotheses about the task difficulty of argumentation tasks that may be pursued in future investigations.

A Comparison Between Teacher-Directed Instruction and Student Self-Directed Study in Physical Science for Undergraduate Elementary Education Majors.

ERIC Educational Resources Information Center

Magnus, Douglas Leslie

This research was conducted to compare the learning which occurred in a preservice elementary education course using two teaching-learning methods (teacher-directed instruction and student self-directed study). Areas investigated were: (1) knowledge of physical science content, (2) development and application of the processes of science, (3)…

Learning Science, Talking Science: The Impact of a Technology-Enhanced Curriculum on Students' Science Learning in Linguistically Diverse Mainstream Classrooms

ERIC Educational Resources Information Center

Ryoo, Kihyun

2009-01-01

The significant increase of English Language Learners (ELLs) in the United States raises complex questions about how to provide these students with access to high quality education that can improve both their content knowledge of school subjects and their English proficiency, particularly their academic English proficiency. The development of…

Looking at the Mirror: A Self-Study of Science Teacher Educators' PCK for Teaching Teachers

ERIC Educational Resources Information Center

Demirdögen, Betül; Aydin, Sevgi; Tarkin, Aysegül

2015-01-01

In this self-study, we aimed to delve into how re-designing and teaching re-designed practicum course offered to pre-service teachers (PTs) enriched our, as science teacher educators, development of pedagogical content knowledge (PCK) for teaching science teachers. This self-study was conducted during a compulsory practicum course in which we…

Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.

ERIC Educational Resources Information Center

Stegelin, Dolores A.

2003-01-01

This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

"All We Did Was Things Like Forces and Motion?…": Multiple Discourses in the Development of Primary Science Teachers

ERIC Educational Resources Information Center

Danielsson, Anna; Warwick, Paul

2014-01-01

Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching…

Explicitly Targeting Pre-Service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course

ERIC Educational Resources Information Center

Koenig, Kathleen; Schen, Melissa; Bao, Lei

2012-01-01

Development of a scientifically literate citizenry has become a national focus and highlights the need for K-12 students to develop a solid foundation of scientific reasoning abilities and an understanding of nature of science, along with appropriate content knowledge. This implies that teachers must also be competent in these areas; but…

A Unique Marine and Environmental Science Program for High School Teachers in Hawai'i: Professional Development, Teacher Confidence, and Lessons Learned

ERIC Educational Resources Information Center

Rivera, Malia Ana J.; Manning, Mackenzie M.; Krupp, David A.

2013-01-01

Hawai'i is a unique and special place to conduct environmental science inquiry through place based learning and scientific investigation. Here, we describe and evaluate a unique professional development program for science teachers in Hawai'i that integrates the traditional approach of providing training to improve content knowledge, with the…

Progression in Learning about "The Nature of Science": Issues of Conceptualisation and Methodology.

ERIC Educational Resources Information Center

Leach, John; And Others

Recently, it was proposed that a curricular aim of science education should be to engender an understanding of the nature of the scientific enterprise among students, as well as a knowledge of the technical contents of science. Seven diagnostic instruments were designed and administered to students (between the ages of 9 and 16) in an effort to…

Job Knowledge Test Design: A Cognitively-Oriented Approach. Institute Report No. 241.

ERIC Educational Resources Information Center

DuBois, David; And Others

Selected cognitive science methods were used to modify existing test development procedures so that the modified procedures could in turn be used to improve the usefulness of job knowledge tests as a proxy for hands-on performance. A plan-goal graph representation was used to capture the knowledge content and goal structure of the task of using a…

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

NASA Astrophysics Data System (ADS)

Pruski, Linda A.; Blanco, Sharon L.; Riggs, Rosemary A.; Grimes, Kandi K.; Fordtran, Chase W.; Barbola, Gina M.; Cornell, John E.; Lichtenstein, Michael J.

2013-11-01

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

NASA Astrophysics Data System (ADS)

Anderson, O. Roger; Contino, Julie

2010-10-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

A comparative study teaching chemistry using the 5E learning cycle and traditional teaching with a large English language population in a middle-school setting

NASA Astrophysics Data System (ADS)

McWright, Cynthia Nicole

For decades science educators and educational institutions have been concerned with the status of science content being taught in K-12 schools and the delivery of the content. Thus, educational reformers in the United States continue to strive to solve the problem on how to best teach science for optimal success in learning. The constructivist movement has been at the forefront of this effort. With mandatory testing nationwide and an increase in science, technology, engineering, and mathematics (STEM) jobs with little workforce to fulfill these needs, the question of what to teach and how to teach science remains a concern among educators and all stakeholders. The purpose of this research was to determine if students' chemistry knowledge and interest can be increased by using the 5E learning cycle in a middle school with a high population of English language learners. The participants were eighth-grade middle school students in a large metropolitan area. Students participated in a month-long chemistry unit. The study was a quantitative, quasi-experimental design with a control group using a traditional lecture-style teaching strategy and an experimental group using the 5E learning cycle. Students completed a pre-and post-student attitude in science surveys, a pretest/posttest for each mini-unit taught and completed daily exit tickets using the Expert Science Teaching Educational Evaluation Model (ESTEEM) instrument to measure daily student outcomes in main idea, student inquiry, and relevancy. Analysis of the data showed that there was no statistical difference between the two groups overall, and all students experienced a gain in content knowledge overall. All students demonstrated a statistically significant difference in their interest in science class, activities in science class, and outside of school. Data also showed that scores in writing the main idea and writing inquiry questions about the content increased over time.

Engagement in Science and Engineering through Animal-Based Curricula

ERIC Educational Resources Information Center

Mueller, Megan Kiely; Byrnes, Elizabeth M.; Buczek, Danielle; Linder, Deborah E.; Freeman, Lisa M.; Webster, Cynthia R. L.

2018-01-01

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in…

Design of Chemistry Teacher Education Course on Nature of Science

ERIC Educational Resources Information Center

Vesterinen, Veli-Matti; Aksela, Maija

2013-01-01

To enhance students' understanding of nature of science (NOS), teachers need adequate pedagogical content knowledge related to NOS. The educational design research study presented here describes the design and development of a pre-service chemistry teacher education course on NOS instruction. The study documents two iterative cycles of…

Investigating the Relationships among PSTs' Teaching Beliefs: Are Epistemological Beliefs Central?

ERIC Educational Resources Information Center

Bahçivan, Eralp

2016-01-01

The present case study explored the teaching belief systems of pre-service science teachers (PSTs), including epistemological beliefs, self-efficacy beliefs, conceptions of science learning and teaching and pedagogical content knowledge. Based on their epistemological scores, three PSTs who were categorised as exhibiting naïve, moderately…

Life Science Literacy of an Undergraduate Population

ERIC Educational Resources Information Center

Medina, Stephanie R.; Ortlieb, Evan; Metoyer, Sandra

2014-01-01

Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors…

Developing Critical Thinking through Science. Book Two.

ERIC Educational Resources Information Center

Eggen, Paul; Main, June

This book is based on the premise that students apply thinking skills to learning science concepts by doing through firsthand experiences in an interactive, open atmosphere; constructing by building knowledge through guided inquiry; and connecting by relating learning to the world around them. The contents of this book have been designed to…

Backyard Botany: Using GPS Technology in the Science Classroom

ERIC Educational Resources Information Center

March, Kathryn A.

2012-01-01

Global Positioning System (GPS) technology can be used to connect students to the natural world and improve their skills in observation, identification, and classification. Using GPS devices in the classroom increases student interest in science, encourages team-building skills, and improves biology content knowledge. Additionally, it helps…

Primary Student Teachers' Ideas about Teaching a Physics Topic

ERIC Educational Resources Information Center

Ahtee, Maija; Johnston, Jane

2006-01-01

This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…

Behavioral Science Elementary Teacher Education Program. Final Report. Volume II.

ERIC Educational Resources Information Center

Michigan State Univ., East Lansing.

Volume II separately details two model components: Scholarly Modes of Knowledge, in which problem-solving techniques and the applicability of subject content to teaching are emphasized, and Professional Use of Knowledge, in which the student translates what he knows about various disciplines and human learning into instructional strategies. Each…

Developing a Web-Based Mechanism for Assessing Teacher Science Content Knowledge

NASA Astrophysics Data System (ADS)

Byers, Al; Koba, Susan; Sherman, Greg; Scheppke, Joan; Bolus, Roger

2011-04-01

The National Science Teachers Association (NSTA) recently launched a comprehensive electronic professional development (e-PD) online portal, the NSTA Learning Center. This support site for educators currently includes over 6,000 e-PD resources and opportunities available on-demand, as well as various tools designed to help educators maximize the effectiveness of using NSTA resources. One tool, the PD Indexer, helps teachers identify their own areas of content strengths and weaknesses by selecting content-specific assessments. Individual NSTA resources are recommended based on assessment outcomes. This paper presents a detailed description of the procedures employed by NSTA to develop valid and reliable PD Indexer content-specific multiple-choice assessment items.

Teaching scientific literacy in an introductory women's studies course: a case study in interdisciplinary collaboration

NASA Astrophysics Data System (ADS)

Fuselier, Linda; Murphy, Claudia; Bender, Anita; Creel Falcón, Kandace

2015-01-01

Background and purpose:The purpose of this exploratory case study is to describe how scholars negotiated disciplinary divides to develop and communicate to their students an understanding of the basic features of scientific knowledge. Our goals were to examine boundary crossing in interdisciplinary collaboration and to assess the efficacy of adding science content to an introductory Women's Studies course. Sample:We studied a collaboration between faculty in Biology and Women's Studies and evaluated science modules in a Women's Studies course at a regional four-year university in the Midwestern USA. The study included 186 student participants over three semesters and four faculty from Philosophy, Women's Studies and Biology. Design and method:Women's Studies and Biology faculty collaborated to design and implement science content learning modules that included the case of women and science in an introductory Women's Studies course. Qualitative data collected from faculty participants in the form of peer debrief sessions and narrative reflections were used to examine the process of interdisciplinary collaboration. Students exposed to curriculum changes were administered pre- and post-lesson surveys to evaluate their understanding of issues faced by women in science careers, the nature of science, and interest in science studies. Data from collaborators, student journal reflections, and pre-/post-lesson surveys were considered together in an evaluation of how knowledge of science was understood and taught in a Women's Studies course over a longitudinal study of three semesters. Results:We found evidence of discipline-based challenges to interdisciplinarity and disciplinary boundary crossing among collaborators. Three themes emerged from our collaboration: challenges posed by disciplinary differences, creation of a space for interdisciplinary work, and evidence of boundary crossing. Student participants exhibited more prior knowledge of Women's Studies content than nature of science but showed learning in the areas of scientific literacy and the understanding of issues related to women in science careers. Student understanding of science content was enhanced by the participation of a woman scientist in the learning module. Conclusion:This case study illustrates how creating an inclusive space for interdisciplinary collaboration led to successful curriculum transformation and academic boundary crossing by faculty participants. Success is evident in the legacy of interdisciplinarity in the curriculum and learning gains by students. Use of a feminist science studies framework was successful at helping students learn about the influence of values on science and the tentative nature of scientific conclusions. It was less successful in teaching the distinction between science and other ways of knowing and the conception that science is an evidence-based approach to understanding the natural world. This study highlights the importance of interdisciplinary teams of faculty members collaborating to help students learn about science by modeling that there are multiple ways of knowing.

Fostering Upper Secondary Students' Ability to Engage in Practices of Scientific Investigation: a Comparative Analysis of an Explicit and an Implicit Instructional Approach

NASA Astrophysics Data System (ADS)

Vorholzer, Andreas; von Aufschnaiter, Claudia; Boone, William J.

2018-02-01

Inquiry-based teaching is considered as contributing to content-related, procedural, and epistemic learning goals of science education. In this study, a quasi-experimental research design was utilized to investigate to what extent embedding inquiry activities in an explicit and an implicit instructional approach fosters students' ability to engage in three practices of scientific investigation (POSI): (1) formulating questions and hypotheses, (2) planning investigations, (3) analyzing and interpreting data. Both approaches were implemented in a classroom-based intervention conducted in a German upper secondary school (N = 222). Students' procedural knowledge of the three POSI was assessed with a paper-pencil test prior and post to the intervention, their content knowledge and dispositional factors (e.g., cognitive abilities) were gathered once. Results show that not only explicit but also implicit instruction fosters students' knowledge of POSI. While overall explicit instruction was found to be more effective, the findings indicate that the effectiveness depends considerably on the practice addressed. Moreover, findings suggest that both approaches were equally beneficial for all students regardless of their prior content knowledge and their prior procedural knowledge of POSI. Potential conditions for the success of explicit and implicit approaches as well as implications for instruction on POSI in science classrooms and for future research are discussed.

Making PCK Explicit—Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

NASA Astrophysics Data System (ADS)

Nilsson, Pernilla; Vikström, Anna

2015-11-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers' professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time.

Who cares about the history of science?

PubMed Central

Chang, Hasok

2017-01-01

The history of science has many functions. Historians should consider how their work contributes to various functions, going beyond a simple desire to understand the past correctly. There are both internal and external functions of the history of science in relation to science itself; I focus here on the internal, as they tend to be neglected these days. The internal functions can be divided into orthodox and complementary. The orthodox function is to assist with the understanding of the content and methods of science as it is now practised. The complementary function is to generate and improve scientific knowledge where current science itself fails to do so. Complementary functions of the history of science include the raising of critical awareness, and the recovery and extension of past scientific knowledge that has become forgotten or neglected. These complementary functions are illustrated with some concrete examples.

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

NASA Astrophysics Data System (ADS)

Lavadia, Linda

Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Public understanding of science and the perception of nanotechnology: the roles of interest in science, methodological knowledge, epistemological beliefs, and beliefs about science

NASA Astrophysics Data System (ADS)

Retzbach, Andrea; Marschall, Joachim; Rahnke, Marion; Otto, Lukas; Maier, Michaela

2011-12-01

In this article, we report data from an online questionnaire study with 587 respondents, representative for the adult U.S. population in terms of age, gender, and level of education. The aim of this study was to assess how interest in science and knowledge as well as beliefs about science are associated with risk and benefit perceptions of nanotechnology. The findings suggest that the U.S. public is still rather unfamiliar with nanotechnology. Those who have some knowledge mainly have gotten it from TV and the Internet. The content of current media reports is perceived as fairly positive. Knowledge of scientific methods is unrelated to benefit and risk perceptions, at least when other predictors are controlled. In contrast, positive beliefs about science (e.g., its impact on economy or health) and more sophisticated epistemological beliefs about the nature of scientific knowledge are moderately linked to more positive perceptions of nanotechnology. The only exception is the perception of scientific uncertainty: This is associated with less positive evaluations. Finally, higher engagement with science is associated with higher risk perceptions. These findings show that laypersons who are engaged with science and who are aware of the inherent uncertainty of scientific evidence might perceive nanotechnology in a somewhat more differentiated way, contrary to how it is portrayed in the media today.

Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?

NASA Astrophysics Data System (ADS)

Wagner, Brandon Joel

Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

The Great Diseases Project: A Partnership between Tufts Medical School and the Boston Public Schools

PubMed Central

Jacque, Berri; Malanson, Katherine; Bateman, Kathleen; Akeson, Bob; Cail, Amanda; Doss, Chris; Dugan, Matt; Finegold, Brandon; Gauthier, Aimee; Galego, Mike; Roundtree, Eugene; Spezzano, Lawrence; Meiri, Karina F

2013-01-01

Medical schools, although the gatekeepers of much biomedical education and research, rarely engage formally with K-12 educators to influence curriculum content or professional development. This segregation of content experts from teachers creates a knowledge gap that limits inclusion of current biomedical science into high school curricula, impacting both public health literacy and the biomedical pipeline. The authors describe how, in 2009, scientists from Tufts Medical School and Boston public school teachers established a partnership of formal scholarly dialog to create 11th–12th grade high school curricula about critical health-related concepts, with the goal of increasing scientific literacy and influencing health-related decisions. The curricula are based on the great diseases (infectious diseases, neurological disorders, metabolic disease, and cancer). Unlike most health science curricular interventions that provide circumscribed activities, the curricula are comprehensive, each filling one full term of in-class learning and providing extensive real-time support for the teacher. In this article, the authors describe how they developed and implemented the infectious disease curriculum, and its impacts. The high school teachers and students showed robust gains in content knowledge and critical thinking skills, while the Tufts scientists increased their pedagogical knowledge and appreciation for health-related science communication. The results show how formal interactions between medical schools and K-12 educators can be mutually beneficial. PMID:23524931

Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

NASA Astrophysics Data System (ADS)

Martin, Lynn A.

The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

Science and religion: implications for science educators

NASA Astrophysics Data System (ADS)

Reiss, Michael J.

2010-03-01

A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western thinking has traditionally postulated the existence and comprehensibility of a world that is external to and independent of human consciousness. This has led to a conception of truth, truth as correspondence, in which our knowledge corresponds to the facts in this external world. Staver rejects such a conception, preferring the conception of truth as coherence in which the links are between and among independent knowledge claims themselves rather than between a knowledge claim and reality. Staver then proposes constructivism as a vehicle potentially capable of resolving the tension between religion and science. My contention is that the resolution between science and religion that Staver proposes comes at too great a cost—both to science and to religion. Instead I defend a different version of constructivism where humans are seen as capable of generating models of reality that do provide richer and more meaningful understandings of reality, over time and with respect both to science and to religion. I argue that scientific knowledge is a subset of religious knowledge and explore the implications of this for science education in general and when teaching about evolution in particular.

Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues

NASA Astrophysics Data System (ADS)

Kolst, Stein D.

2001-05-01

This article offers a general framework for examining the science dimension of controversial socioscientific issues. Eight specific content-transcending topics to be emphasized in science education are proposed. The topics are grouped under the headings science as a social process, limitations of science, values in science, and critical attitude. Each topic is explored, and it is argued that knowledge of the topics can serve as tools for students' examination of science-related claims in controversial socioscientific issues. The underlying perspective here is empowerment and the needs of students as lay people. The need of society as a whole for decisions to be made on a broad and firm basis is nevertheless also included. The main reason for suggesting the eight content-transcending topics is to provide focal points for the future development of teaching models aimed at science education for citizenship.

Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research.

PubMed

Xu, Linjia; Huang, Biaowen; Wu, Guosheng

2015-11-01

This study attempted to illuminate the cause and relation between government, scholars, disciplines, and societal aspects, presenting data from a content analysis of published research with the key word "science communication" (Symbol: see text) in the title or in the key words, including academic papers published in journals and dissertations from the China National Knowledge Infrastructure database. Of these, 572 articles were coded using categories that identified science topics, theory, authorship, and methods used in each study to examine the breadth and depth that Science Communication has achieved since its inception in China. This study explored the dominance of History and Philosophy of Science scholars rather than Communication scholars. We also explored how science communication research began from theories and concepts instead of science report analysis and the difficulties of the shift from public understanding of science to public engagement in China. © The Author(s) 2015.