The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.

Effective Supervision: Supporting the Art and Science of Teaching

ERIC Educational Resources Information Center

Marzano, Robert; Livingston, David; Frontier, Tony

2011-01-01

It's true that even modest improvements in teacher effectiveness can lead to impressive gains in student achievement. But what hasn't been clear is what exactly district leaders should do to encourage and support teachers in practicing the art and science of great teaching ... until now. Like in his landmark book "The Art and Science of Teaching",…

The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction

ERIC Educational Resources Information Center

Marzano, Robert J.

2007-01-01

Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In "The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction," author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of…

Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Sherwood, Robert D.

2007-01-01

A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

NASA Astrophysics Data System (ADS)

Zhang, Danhui

Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

NASA Astrophysics Data System (ADS)

Llerandi Roman, Pablo Antonio

The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching. Some participants successfully integrated inquiry-based lessons on the nature of science and earth science at their schools, but were unsuccessful in integrating field trips. The lack of teacher education programs and the inadequacy of earth science conceptual and pedagogical understanding held by in-service teachers are the main barriers for effective earth science teaching in Puerto Rico. This study established a foundation for future earth science education projects for Latino teachers. Additionally, as a result of this investigation various recommendations were made to effectively implement earth science teacher education programs in Puerto Rico and internationally.

Use of Elements of Theatre as Teaching Strategies to Increase Preservice Teacher Self-Efficacy and Proficiency in the Art, Science, and Business of Teaching

ERIC Educational Resources Information Center

Davidson, Maaike T.

2013-01-01

This sequential, mixed method, QUAN-QUAL study redefines the craft of teaching into the science ("what"), art ("how"), and the business of teaching to assess and prepare preservice teachers. It also measures the effectiveness of using theatrical elements as teaching strategies to effectively develop preservice teachers in the…

Culturally Inclusive Science Teaching (CIST) Model for Teachers of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Yoon, Jiyoon; Kim, Kyoung Jin; Martin, Leisa A.

2016-01-01

Purpose: This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach: The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning,…

Relationship between Science Teaching Practices and Students' Achievement in Singapore, Chinese Taipei, and the US: An Analysis Using TIMSS 2011 Data

ERIC Educational Resources Information Center

Gao, Su

2014-01-01

The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries. However, the empirical relationship between these two kinds of science teaching and student science performance…

Affording Explicit-Reflective Science Teaching by Using an Educative Teachers' Guide

ERIC Educational Resources Information Center

Lin, Shu-Fen; Lieu, Sang-Chong; Chen, Sufen; Huang, Mao-Tsai; Chang, Wen-Hua

2012-01-01

Although researchers have achieved some success in effective nature of science (NOS) teaching, helping teachers teach NOS continues to be a great challenge. The development of an educative teachers' guide would provide support for NOS teaching. In this study, we explored the effects that a research-based guide had on affording elementary school…

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

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Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

Teaching With and About Nature of Science, and Science Teacher Knowledge Domains

NASA Astrophysics Data System (ADS)

Abd-El-Khalick, Fouad

2013-09-01

The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of `teaching about NOS with inquiry'. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers' knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS).

The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

ERIC Educational Resources Information Center

Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

2016-01-01

Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Teaching the process of science: faculty perceptions and an effective methodology.

PubMed

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew; Dirks, Clarissa

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

PubMed Central

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. PMID:21123699

Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

ERIC Educational Resources Information Center

Mercer-Mapstone, Lucy; Kuchel, Louise

2017-01-01

Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

Some Effects of Training Preservice Teachers in Science Teaching Strategy Analysis.

ERIC Educational Resources Information Center

Yeany, Russell, Jr.

This study was designed to assess the effectiveness of three treatments for encouraging and training prospective elementary science teachers in the use of inductive/indirect strategies in science teaching. Subjects were randomly assigned to one of four treatment groups: (1) Strategy Analysis Level - subjects were trained in science teaching…

Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

NASA Astrophysics Data System (ADS)

Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

2016-09-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.

An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

NASA Astrophysics Data System (ADS)

Tuck Bonner, Natalie Christine

A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization's instructional efficacy beliefs in effectively teaching science content to females.

Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

ERIC Educational Resources Information Center

Andiema, Nelly C.

2016-01-01

Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in…

The Effect of Constructivist Science Teaching on 4th Grade Students' Understanding of Matter

ERIC Educational Resources Information Center

Cakici, Yilmaz; Yavuz, Gulben

2010-01-01

In the last three decades, the constructivist approach has been the dominant ideology in the field of educational research. The aim of this study is to explore the effect of constructivist science teaching on the students' understanding about matter, and to compare the effectiveness of a constructivist approach over traditional teaching methods.…

Promoting Effective Science Teacher Education and Science Teaching: A Framework for Teacher Decision-Making

ERIC Educational Resources Information Center

Clough, Michael P.; Berg, Craig A.; Olson, Joanne K.

2009-01-01

Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from "isolated" research findings often neglect the complexities in learning and teaching, and when…

A Professional Development Teaching Course for Science Graduate Students

ERIC Educational Resources Information Center

Baumgartner, Erin

2007-01-01

Although the majority of the teaching faculty at U.S. universities is composed of people who are scientific experts, research has found that most scientists do not have information about effective teaching methods (DeHaan 2005). Traditional lecture-style college science teaching does not reflect knowledge about best teaching practices based upon…

Middle school science teachers' teaching self-efficacy and students' science self-efficacy

NASA Astrophysics Data System (ADS)

Pisa, Danielle

Project 2061, initiated by the American Association for the Advancement of Science (AAAS), developed recommendations for what is essential in education to produce scientifically literate citizens. Furthermore, they suggest that teachers teach effectively. There is an abundance of literature that focuses on the effects of a teacher's science teaching self-efficacy and a student's science self-efficacy. However, there is no literature on the relationship between the two self-efficacies. This study investigated if there is a differential change in students' science self-efficacy over an academic term after instruction from a teacher with high science teaching self-efficacy. Quantitative analysis of STEBI scores for teachers showed that mean STEBI scores did not change over one academic term. A t test indicated that there was no statistically significant difference in mean SMTSL scores for students' science self-efficacy over the course of one academic term for a) the entire sample, b) each science class, and c) each grade level. In addition, ANOVA indicated that there was no statistically significant difference in mean gain factor of students rated as low, medium, and high on science self-efficacy as measured by the SMTSL, when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. Finally, there was no statistically significant association between the pre- and post-instructional rankings of SMTSL by grade level when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. This is the first study of its kind. Studies indicated that teaching strategies typically practiced by teachers with high science teaching were beneficial to physics self-efficacy (Fencl & Scheel, 2005). Although it was unsuccessful at determining whether or not a teacher with high science teaching self-efficacy has a differential affect on students' science self-efficacy, it is worth repeating on a more diverse sample of teacher and students over a longer period of time.

The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

This study examined the effect of concept mapping as a method of stimulating reflection on preservice elementary teachers' knowledge of science inquiry instruction methods. Three intact classes of science education preservice teachers participated in a non-randomized comparison group with a pretest and posttest design to measure the influence of mapping on participants' knowledge of inquiry science instruction. All groups followed the same course syllabus, in class activities, readings, assignments and assessment tasks. The manner in which they presented their ideas about inquiry science teaching varied. Groups constructed pre-lesson, post-lesson, and homework lists or maps across three inquiry based instruction modules (ecosystems, food chains, and electricity). Equivalent forms of the Teaching Science Inventory (TSI) were used to investigate changes in preservice teachers' propositional knowledge about how to teach using inquiry science instruction methods. Equivalent forms of the Science Lesson Planning (SLP) test were used to investigate changes in preservice teachers' application knowledge about how to teach using inquiry science instruction methods. Data analysis included intrarater reliability, ANOVAs, ANCOVAs, and correlations between lists and maps and examination responses. SLP and TSI scores improved from the pretest to the posttest in each of the three study groups. The results indicate that, in general, there were basically no relationships between the treatment and outcome measures. In addition, there were no significant differences between the three groups in their knowledge about how to teach science. Conclusions drawn from this study include, first, the learners did learn how to teach science using inquiry. Second, in this study there is little evidence to support that concept mapping was more successful than the listing strategy in improving preservice elementary teachers' knowledge of teaching science using inquiry science instruction methods.

The use of simulation in teaching the basic sciences.

PubMed

Eason, Martin P

2013-12-01

To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.

Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

NASA Astrophysics Data System (ADS)

King-Sears, Margaret E.; Brawand, Anne Eichorn; Jenkins, Melissa C.; Preston-Smith, Shantha

2014-10-01

An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for each co-teacher during science instruction. Observational data revealed effective teaching behaviors demonstrated by each co-teacher. Detailed descriptions of the co-teachers' instruction are provided. The science educator was observed interacting with the large group twice as often as the special educator. The science educator also presented new content nearly three times as often as the special educator. The co-teacher surveys were consistent with the observational data. Both educators disagreed that the special educator was primarily the lead for instruction. Both educators strongly agreed they had an effective co-teaching relationship, although the science educator indicated stronger agreement for parity in roles and responsibilities than the special educator noted. Forty-three percent of the students identified the science educator as in charge of lessons, while 43% identified both educators. Most students thought teaching was divided in half, and all students enjoyed having two teachers in science. Eighty-six percent of the students indicated team teaching was the most frequently used co-teaching model, and 14% indicated one teach, one drift. Implications for co-teachers' reflections on their collaboration, including the relevance of student perceptions (i.e., Who is the "real" teacher?), and the extent to which educators are prepared at preservice and inservice levels for co-teaching are discussed.

Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

ERIC Educational Resources Information Center

Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

2014-01-01

Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching…

A Thai pre-service teacher's understanding of nature of science in biology teaching

NASA Astrophysics Data System (ADS)

Srisawat, Akkarawat; Aiemsum-ang, Napapan; Yuenyong, Chokchai

2018-01-01

This study was conducted on the effect of understanding and instruction of the nature of science of Ms. Wanida, a pre-service student under science education program in biology, Faculty of Education, Khon Kaen University. Wanida was a teaching practicum student majoring in biology at Khon Kaen University Demonstration School (Modindaeng). She was teaching biology for 38 Grade 10 students. Methodology regarded interpretive paradigm. The study aimed to examine 1) Wanida's understanding of the nature of science, 2) Wanida's instruction of the nature of science, 3 students' understanding of the nature of science from Wanida's instruction, and 4) the effects of Wanida's understanding and instruction of the nature of science on students' understanding of the nature of science from Wanida's instruction. Tools of interpretation included teaching observation, a semi-structured interview, open-ended questionnaire, and an observation record form for the instruction of the nature of science. The data obtained was interpreted, encoded, and classified, using the descriptive statistics. The findings indicated that Wanida held good understanding of the nature of science. She could apply the deficient nature of science approach mostly, followed by the implicit nature of science approach. Unfortunately, she could not show her teaching as explicit nature of science. However, her students' the understanding of the nature of science was good.

Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

ERIC Educational Resources Information Center

Abed, Osama H.

2016-01-01

This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

The distinctiveness and effectiveness of science teaching in the Malaysian `Smart school'

NASA Astrophysics Data System (ADS)

Tek Ong, Eng; Ruthven, Kenneth

2010-04-01

A recent reform initiative in the Malaysian educational system has sought to develop 'Smart schools', intended to better prepare students for adult life in a developing economy and to increase the flow of young people prepared for scientific and technological careers. The study reported in this paper examined lower-secondary science teaching, comparing two Smart schools officially judged to be successfully implementing the reform, with two neighbouring mainstream schools. Through analysis of classroom observation, supported by teacher interview and student report, the distinctive features of science teaching in the Smart schools were found to be use of ICT-based resources and of student-centred approaches, often intertwined to provide extended support for learning; accompanied by a near absence of the note giving and copying prevalent in the mainstream schools. Through analysis of measures of student attitude to science, science process skills and general science attainment, science teaching in Smart schools was found to be relatively effective overall. However, while the positive attitude effect was general, both academic effects were much weaker amongst students who had been of lower attainment on entry to secondary school.

Effects of Subject-Area Degree and Classroom Experience on New Chemistry Teachers' Subject Matter Knowledge

ERIC Educational Resources Information Center

Nixon, Ryan S.; Campbell, Benjamin K.; Luft, Julie A.

2016-01-01

Science teachers need to understand the subject matter they teach. While subject matter knowledge (SMK) can improve with classroom teaching experience, it is problematic that many secondary science teachers leave the profession before garnering extensive classroom experience. Furthermore, many new science teachers are assigned to teach science…

On Teaching the Nature of Science: Perspectives and Resources

ERIC Educational Resources Information Center

Radloff, Jeffrey

2016-01-01

In this paper, I present a critical review of the recent book, "On Teaching the Nature of Science: Perspectives and Resources," written by Douglas Allchin (2013). This publication presents an in-depth examination of the nature of science construct, as well as instruction for educators about how to teach it effectively utilizing…

How Constructivist-Based Teaching Influences Students Learning Science

ERIC Educational Resources Information Center

Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John

2012-01-01

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…

A meta-analysis of instructional systems applied in science teaching

NASA Astrophysics Data System (ADS)

Willett, John B.; Yamashita, June J. M.; Anderson, Ronald D.

This article is a report of a meta-analysis on the question: What are the effects of different instructional systems used in science teaching? The studies utilized in this meta-analysis were identified by a process that included a systematic screening of all dissertations completed in the field of science education since 1950, an ERIC search of the literature, a systematic screening of selected research journals, and the standard procedure of identifying potentially relevant studies through examination of the bibliographies of the studies reviewed. In all, the 130 studies coded gave rise to 341 effect sizes. The mean effect size produced over all systems was 0.10 with a standard deviation of 0.41, indicating that, on the average, an innovative teaching system in this sample produced one-tenth of a standard deviation better performance than traditional science teaching. Particular kinds of teaching systems, however, produced results that varied from this overall result. Mean effect sizes were also computed by year of publication, form of publication, grade level, and subject matter.

Practical Insights into Curricula Integration for Primary Science

ERIC Educational Resources Information Center

Hudson, Peter

2012-01-01

As indicated in a previous Teaching Science article, effective planning for curricula integration requires using standards from two (or more) subject areas (e.g., Science and English, Science and Art or Science and Mathematics), which also becomes the assessment foci for teaching and learning. Curricula integration of standards into an activity…

Development of Science and Mathematics Education System Including Teaching Experience of Students in Local Area

NASA Astrophysics Data System (ADS)

Kage, Hiroyuki

New reformation project on engineering education, which is supported from 2005 to 2008FY by Support Program for Contemporary Educational Needs of Ministry of Education, Culture, Sports, Science and Technology, started in Kyushu Institute of Technology. In this project, teaching experience of students is introduced into the curriculum of Faculty of Engineering. In the curriculum students try to prepare teaching materials and to teach local school pupils with them by themselves. Teaching experience is remarkably effective for them to strengthen their self-dependence and learning motivation. Science Education Center, Science Laboratory and Super Teachers College were also organized to promote the area cooperation on the education of science and mathematics.

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.

Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique

ERIC Educational Resources Information Center

Yapici, Hakki

2016-01-01

The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit "Science within Time" in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in…

Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum

ERIC Educational Resources Information Center

Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

2016-01-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

Interpreting Kenyan Science Teachers' Views about the Effect of Student Learning Experiences on Their Teaching

ERIC Educational Resources Information Center

Nashon, Samson Madera

2013-01-01

Analysis of views from a select group of Kenyan science teachers regarding the effect of student learning experiences on their teaching after implementing a contextualized science unit revealed that the teachers' (a) literal interpretation and adherence to the official curriculum conflicted with the students' desires to understand scientific…

Making Science Vivid: Using a Historical Episodes Map

ERIC Educational Resources Information Center

Lin, Chen-Yung; Cheng, Jung-Hui; Chang, Wen-Hua

2010-01-01

Many have argued that the inclusion of the history of science in science teaching might promote an understanding of the nature of science as well as the attitudes toward science. However, its inclusion in science teaching may not have the desired effect due to the limited coverage it receives in textbooks and the limited time available for…

Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

ERIC Educational Resources Information Center

Hsu, Pei-Ling

2016-01-01

The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

Teaching Science Using Stories: The Storyline Approach

ERIC Educational Resources Information Center

Isabelle, Aaron D.

2007-01-01

Storytelling is an age-old and powerful means of communication that can be used as an effective teaching strategy in the science classroom. This article describes the authors' experiences implementing the Storyline Approach, an inquiry-based teaching method first introduced by Kieran Egan (1986), in the context of teaching the concept of air…

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

NASA Astrophysics Data System (ADS)

Höttecke, Dietmar; Silva, Cibelle Celestino

2011-03-01

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers' skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

The chromosomal analysis of teaching: the search for promoter genes.

PubMed

Skeff, Kelley M

2007-01-01

The process of teaching is ubiquitous in medicine, both in the practice of medicine and the promotion of medical science. Yet, until the last 50 years, the process of medical teaching had been neglected. To improve this process, the research group at the Stanford Faculty Development Center for Medical Teachers developed an educational framework to assist teachers to analyze and improve the teaching process. Utilizing empirical data drawn from videotapes of actual clinical teaching and educational literature, we developed a seven-category systematic scheme for the analysis of medical teaching, identifying key areas and behaviors that could enable teachers to enhance their effectiveness. The organizational system of this scheme is similar to that used in natural sciences, such as genetics. Whereas geneticists originally identified chromosomes and ultimately individual and related genes, this classification system identifies major categories and specific teaching behaviors that can enhance teaching effectiveness. Over the past two decades, this organizational framework has provided the basis for a variety of faculty development programs for improving teaching effectiveness. Results of those programs have revealed several positive findings, including the usefulness of the methods for a wide variety of medical teachers in a variety of settings. This research indicates that the development of a framework for analysis has been, as in the natural sciences, an important way to improve the science of the art of teaching.

The effects of national cash awards for science teaching on recipients and their peers

NASA Astrophysics Data System (ADS)

Weld, Jeffrey Donn

Cash teaching awards available to science teachers in the U.S. have goals to improve science teaching. This study assessed the effectiveness of five national cash award programs at identifying exemplars and inspiring better science teaching. Award winning secondary science teachers provided their perceptions of the effects of an award on their own teaching and on the profession as a whole. Randomly selected secondary science teachers across the U.S. reported their perceptions of the effects of the existence of awards on their own teaching and on the profession. Program directors for the five national cash awards were interviewed to determine the intentions and strategies of their award programs. The criteria that guide the selection of award winners were found to align with research-supported exemplar characteristics, but the methods used for identifying outstanding teachers were found to be inadequate for that purpose. Award winning science teachers perceive awards to result from, rather than to inspire, good teaching. Their motivation derives from student achievement and a job well done. The valued effects of winning an award are the recognition and increased respect that follow. Award winners perceive awards as difficult to win, minimally motivating, and frequently causing of dissension among peers. In most respects award winners perceive increased intrinsic rewards to accompany recognition through cash awards. Randomly selected U.S. science teachers who have not won cash awards perceive them as poor motivational incentives because too few awards exist, the basis for recognition is unclear, and the award itself is not a valued outcome. Most science teachers consider themselves good teachers and would apply for an award despite doubts that they would win. Direct comparisons reveal that winners and nonwinners have widely divergent opinions of awards. Winners of lesser cash amounts have the same perceptions of awards as winners of greater cash amounts. Effective award programs, or other incentives for teacher improvement should: (1) publicize widely; (2) require minimal applications; (3) employ expert, trained evaluators; (4) use clear and consistent guidelines; (5) facilitate expert pedagogy; and (6) award all teachers who attain a standard of excellence.

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

NASA Astrophysics Data System (ADS)

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-03-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self-efficacy for instructional strategies and a positive learning environment. It is correlated to GTA perception of teaching training and university GTA training. The K-12 teaching experience, GTA perception of teaching training, and facilitating factors in the departmental climate predict STEM GTA teaching self-efficacy. Hours of GTA training and supervision are fully mediated by perception of GTA training. Implications for research and training of STEM GTAs are discussed.

Effects of Lesson Study on Science Teacher Candidates' Teaching Efficacies

ERIC Educational Resources Information Center

Pektas, Murat

2014-01-01

The aim of this study was to investigate the effects of the lesson study process on science teacher candidates' teaching in terms of lesson plan content, pedagogy and classroom management based on expert, peer and self-evaluations. The participants of this case study consisted of 16 teacher candidates in elementary science education in their…

Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students'…

The effects of a new constructivist science curriculum (PIPS) for prospective elementary teachers

NASA Astrophysics Data System (ADS)

Liang, Ling L.

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science, PIPS) in promoting preservice teachers' understanding of science concepts, in fostering a learning environment supporting conceptual change, and in improving preservice teachers' attitudes toward science as well as their science teaching efficacy beliefs. The PIPS curriculum model integrates a conceptual change perspective with a hands-on, inquiry-based approach and other promising effective teaching strategies such as cooperative learning. Three instructors each taught one class section using the PIPS and one using the existing curriculum for an introductory science course. Their students were 121 prospective elementary teachers at a large mid-western university. ANCOVA and Repeated Measures Analyses of Variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of lab sessions and interviews of prospective teachers and their instructors were analyzed by employing a naturalistic inquiry method to get insights into the process of science learning and teaching for the prospective teachers. The interpretations were made based on the findings that could be corroborated by both methodologies. For the twelve prospective teachers interviewed, it was found that the PIPS model was more effective in promoting conceptual understanding and positive attitudes toward science learning for those with lower past science performance. The PIPS approach left more room for self-reflection on the development of understanding of science concepts in contrast to the lecture-lab type teaching. Factors that might have influenced the teacher trainees' attitudes and beliefs about learning and teaching science were identified and discussed. It was also found that better cooperative learning and a more supportive learning environment have been promoted in the PIPS classrooms. However, the differential treatment effects on learning outcomes for all participants of the study, as measured by the paper-pencil instruments, were not statistically significant. Both students' and instructors' perspectives of the PIPS approach are presented in the study. Limitations of the present study as well as recommendations for future revision of the PIPS curriculum and effective implementation of the constructivist teaching in general, are also included.

The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico

NASA Astrophysics Data System (ADS)

Racelis, A. E.; Brovold, A. A.

2010-12-01

The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

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

ERIC Educational Resources Information Center

Lohwasser, Karin

2013-01-01

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…

Exploration on the reform of the science and engineering experiment teaching based on the combination with teaching and scientific research

NASA Astrophysics Data System (ADS)

Song, Peng

2017-08-01

The existing problems of the experiment education in colleges and universities are analyzed. Take the science and engineering specialty as example, the idea of the combination with teaching and scientific research is discussed. The key problems are how the scientific research and scientific research achievements are used effectively in the experiment education, how to effectively use scientific research laboratories and scientific researchers. Then, a specialty experiment education system is established which is good for the teaching in accordance of all students' aptitude. The research in this paper can give the construction of the experiment teaching methods and the experiment system reform for the science and engineering specialties in colleges and universities.

Development of Pre-Service Teachers' Teaching Self-Efficacy Beliefs through an Online Community of Practice

ERIC Educational Resources Information Center

Inel Ekici, Didem

2018-01-01

This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers' teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. "Teaching Self-Efficacy Belief Scale" and…

Hands-on Science. How Do Sea Critters Make Their Moves?

ERIC Educational Resources Information Center

VanCleave, Janice

1998-01-01

Three science experiments teach elementary school students about marine-life locomotion. One teaches primary students how octopi and jellyfish move, using balloons and umbrellas. Another teaches K-6 students the up and down movement of fish in water, using condiment packets. A third teaches 4-6 students about the effect of fish swim bladders,…

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

A grounded theory study on the role of differentiated instruction in effective middle school science teaching

NASA Astrophysics Data System (ADS)

Jones, Brian Kirby

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

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…

What Are the Effects of Teaching Experience on In-Service Elementary Science Teachers' Conceptions of the Nature of Science?

ERIC Educational Resources Information Center

Akarsu, Bayram

2007-01-01

This study investigates relationships between understanding of nature of science and four key factors elementary science teachers possess, which are: (1) Their specializations in different science areas (Physics, chemistry, and biology), (2) Gender issues, (3) How long they have been teaching in elementary school environments, (4) Their…

Effects of color in the learning of science

NASA Astrophysics Data System (ADS)

Sánchez Juárez, A.; Granda, César W.; Castillo, D.; Jaramillo, Johanna E.; Melgar, Guissella K.

2017-09-01

The teaching of science is a global problem, general studies have been carried out which take into account the effects of color in the educational environment and have had revealing results, however a study has not been made to measure the effects of color in the learning of the sciences, in this specific case of Physics and mathematics. A study of the effects of color on science teaching was conducted, controlling color of various materials such as slides used in class, markers on blackboard, pens, paper sheets, laboratory materials and teacher's clothing color. In this paper we present results of student academic performance, opinion about the subject, development of logical abilities and a comparison with the teaching of science in a free way, that is to say, without control of color. There is also a study of color effects in science education distinguishing between genders and finally comparing the general results in the educational field with those obtained in this work.

Toward making the invisible visible: Studying science teaching self-efficacy beliefs

NASA Astrophysics Data System (ADS)

Perkins, Catherine J.

This dissertation consists of two articles to be submitted for publication. The first, a literature review, makes visible common influences on science teaching self-efficacy beliefs and also points to potentially invisible validation concerns regarding the instrument used. The second investigates the participants' invisible science teaching self-efficacy beliefs and, through the use of a more focused interview, makes those beliefs visible. Science teaching self-efficacy beliefs are science teachers' perceptions of their abilities to teach science effectively. The construct "teaching self-efficacy" originated in social cognitive theory (Bandura, 1977). The first article reviews the mixed results from teaching self-efficacy research in science contexts. The review focuses upon factors that facilitate or inhibit the development of self-efficacy beliefs among science teachers across stages of their careers. Although many studies of science teaching self-efficacy beliefs have utilized the Science Teaching Efficacy Belief Instrument - STEBI (Enochs & Riggs, 1990; Riggs & Enochs, 1990), this review also includes non-STEBI studies in order to represent diverse lines of research methodology. The review's findings indicate that antecedent factors such as science activities in and out of school, teacher preparation, science teaching experiences and supportive job contexts are significant influences on the development of science teaching self-efficacy beliefs. The review also indicates that the majority of these studies are short term and rely on a single STEBI administration with the collection of antecedent/demographic and/or interview data. The second article documents a study that responded to the above literature review findings. This study utilized multiple STEBI administrations during the preservice and beginning year of teaching for two science teachers. Rather than general questions, these participants were asked item specific, yet open-ended, questions to determine what events or experiences the participants felt influenced their survey answers. This methodological approach was chosen to add clarity to the STEBI scores and to add another layer in the ongoing process of instrument validation. Unlike some studies in science teaching self-efficacy, both participants' STEBI scores continued to increase as they transitioned from preservice to beginning teachers. The participant responses to the focused interview probes also validated their STEBI scores 77% of the time.

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

NASA Astrophysics Data System (ADS)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

NASA Astrophysics Data System (ADS)

Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers

ERIC Educational Resources Information Center

Aslan, Safiye

2015-01-01

Learning by teaching is an educational method developed by Jean-Pol Martin for foreign language lessons and is commonly used in Germany. This study discusses a reconstruction of learning by teaching as developed for use in a science context where in the adapted version of this method is introduced, the views of pre-service science teachers are…

Who Is Teaching Science in Our High Schools? Exploring Factors Influencing Pre-Service Secondary Science Teachers' Decisions to Pursue Teaching as a Career

ERIC Educational Resources Information Center

McDonald, Christine V.

2017-01-01

A central objective of recent government reports focused on the important role of education in preparing a skilled and dynamic science, technology, engineering and mathematics (STEM) workforce, with effective teaching in secondary STEM classrooms reliant on the engagement and retention of high-quality STEM teachers (Office of the Chief Scientist,…

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

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.

Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students

ERIC Educational Resources Information Center

Fowler, Samantha R.; Zeidler, Dana L.; Sadler, Troy D.

2009-01-01

This study is a part of a larger study that examined using socioscientific issues (SSI) as a form of effective science teaching. The purpose was to investigate how teaching a year-long curriculum using SSI affects science learning outcomes. In this report, we examine the effects of a SSI-driven curriculum on the development of students' moral…

Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

NASA Astrophysics Data System (ADS)

Hong, Ji; Greene, Barbara

2011-10-01

Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose of this study was to explore science preservice teachers' views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching. When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors than science teacher education program. Given the enriched understanding of the science preservice teachers' perceptions, we provided suggestions for science teacher educators.

Nanotechnology and Secondary Science Teacher's Self-Efficacy

NASA Astrophysics Data System (ADS)

Cox, Elena K.

The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

Professional development for teaching in higher education

NASA Astrophysics Data System (ADS)

Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

2011-10-01

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

NASA Astrophysics Data System (ADS)

Borges, Sheila Ivelisse

Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the tools of reality pedagogy were implemented the teacher-student relationship in the science classroom changed from negative to positive. This then impacted the teachers' decision whether to stay in the teaching profession. Where initially she wanted to leave teaching due to the disconnect with her culturally diverse urban students she decided to stay teaching in urban schools as a consequence of implementing reality pedagogy. In addition, students together with their science teacher were able to redefine the traditional science curriculum by including their community health and science concerns. This led to an increase in students' interest in school science because their urban science interests were incorporated in the science curriculum. Moreover, in order to inform other science teacher educators and teachers on how to implement reality pedagogy this study describes how it was implemented, the challenges that were encountered, and recommendations of an effective sequence of the tools.

Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

ERIC Educational Resources Information Center

Bergman, Daniel J.; Morphew, Jason

2015-01-01

The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

"I'm Not the Science Type": Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers' Intentions about Teaching Science

ERIC Educational Resources Information Center

Weld, Jeffrey; Funk, Lucas

2005-01-01

Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council.…

Teaching students ideas-about-science: Five dimensions of effective practice

NASA Astrophysics Data System (ADS)

Bartholomew, Hannah; Osborne, Jonathan; Ratcliffe, Mary

2004-09-01

In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its process, and its practices. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach a set of ideas-about-scienc for which consensual support had been established using a Delphi study in the first phase of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data, we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively about science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success, or otherwise, that individual teachers of science have when confronted with teaching aspects about science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of ideas-about-science

Metacognitive Strategies in the Introduction to Political Science Classroom

ERIC Educational Resources Information Center

Lusk, Adam

2016-01-01

This article examines metacognitive-based teaching strategies and provides preliminary evidence about their effectiveness in the political science classroom. In a 2013 Fall semester Introduction to Political Science course, three metacognitive-based teaching strategies were designed and implemented for improving student learning through greater…

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

NASA Astrophysics Data System (ADS)

Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science teaching and often failed to display the characteristics which urban stakeholders hold as evidence of high quality in science teaching. Thus, the criteria for "highly qualified" prescribed by policy makers and politicians do not necessarily translate into effective science teaching in urban settings. These findings emphasize the importance of stakeholder involvement in the design of educational reform initiatives.

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Preservice elementary teachers' personal science teaching efficacy and science teaching outcome expectancies: The influence of student teaching

NASA Astrophysics Data System (ADS)

Plourde, Lee Alton

This study was unique in garnering an early view at how the deterioration of science teacher education begins. This investigation examined the impact of the student teaching semester on preservice elementary teachers' personal efficacy beliefs and outcome expectancy beliefs in science teaching. Participants in the study included the student teachers of three separate cohort groups commencing and completing their student teaching semester at the same time. Qualitative data were gathered from interviews and observations from selected individuals of these cohort groups. Quantitative and qualitative research methods were employed in the study. Utilizing a pretest and posttest one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B). The pretest was administered at the beginning of the student teaching semester, before the student teachers began their "soloing" teaching, and the posttest was administered at the completion of the student teaching semester and "soloing" period. Qualitative data were derived from interviews and observations which were audio recorded and transcribed. The results of this study revealed that the student teaching semester did not have a statistically significant impact on the subjects' sense of personal self-efficacy, but the influence was statistically significant in regards to the student teachers' beliefs about children's ability to learn science. Data gathered through interviews and observations suggested that beliefs appear to originate from one or more of the following: a lack of practical work, personal involvement, and hands-on manipulation in science related activities in elementary, secondary, and tertiary education; a dependence of science courses on textbooks and lectures; the dispassionate association with science teachers/instructors; a focus on formalized tests with no performance assessments; the lethargical attitude towards the teaching of science by inservice/mentor teachers; and the need for relevancy to personal lives. Additional results shed light onto the barriers and roadblocks encountered by student teachers when attempting to teach science to elementary students. Thew highlighted factors, along with the identification of elements which contribute to the effective teaching of elementary science, are thoroughly discussed.

Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

ERIC Educational Resources Information Center

Loughland, Tony; Nguyen, Hoa Thi Mai

2016-01-01

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

Safety and Science Teaching.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond. Div. of Sciences and Elementary Administration.

This 10-chapter handbook (designed for science teachers and school administrators) describes known hazards associated with science teaching and provides information to develop a framework for local safety programs specifically designed to avoid or neutralize the effects of such hazards. Major areas addressed in the chapters include: (1) the nature…

Beginning science teachers' performances: Assessment in times of reform

NASA Astrophysics Data System (ADS)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the explanation of variance in the ESTEEM (p > .05), but poverty group and gender were significant predictors of portfolio performances, accounting for 21% of the total variance. Finally, data from interviews, written surveys, and beginning teacher attendance records at state-supported seminars were analyzed qualitatively and quantitatively. This information provided insight about the quality and quantity of support beginning science teachers received in their efforts to document, via the science teaching portfolio, their abilities to implement the Connecticut Professional Science Teaching Standards.

A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-on Activity on Learning Electric Circuits

ERIC Educational Resources Information Center

Ekmekci, Adem; Gulacar, Ozcan

2015-01-01

Science education reform emphasizes innovative and constructivist views of science teaching and learning that promotes active learning environments, dynamic instructions, and authentic science experiments. Technology-based and hands-on instructional designs are among innovative science teaching and learning methods. Research shows that these two…

Physics Myth Busting: A Lab-Centered Course for Non-Science Students

ERIC Educational Resources Information Center

Madsen, Martin John

2011-01-01

There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

Teacher-Student Dialogue: Transforming Teacher Interpersonal Behaviour and Pedagogical Praxis through Co-Teaching and Co-Generative Dialogue

ERIC Educational Resources Information Center

Rahmawati, Yuli; Koul, Rekha; Fisher, Darrell

2015-01-01

The paper reports a study of the effectiveness of co-teaching and co-generative dialogue in science learning and teaching in lower secondary science classes. The idea of co-teaching and co-generative dialogue--first proposed by two leading educationists, Roth and Tobin, in early 2000--made an international impact in educational research. In the…

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

NASA Astrophysics Data System (ADS)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science.

PubMed

Siew, Nyet Moi; Amir, Nazir; Chong, Chin Lu

2015-01-01

Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers' perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

The Effect of 7E Learning Cycle on Learning in Science Teaching: A Meta-Analysis Study

ERIC Educational Resources Information Center

Balta, Nuri; Sarac, Hakan

2016-01-01

This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall…

A Model of Effective Teaching in Arts, Humanities, and Social Sciences

ERIC Educational Resources Information Center

Tahir, Khazima; Ikram, Hamid; Economos, Jennifer; Morote, Elsa-Sophia; Inserra, Albert

2017-01-01

The purpose of this study was to examine how graduate students with undergraduate majors in arts, humanities, and social sciences perceived individualized consideration, Student-Professor Engagement in Learning (SPEL), intellectual stimulation, and student deep learning, and how these variables predict effective teaching. A sample of 251 graduate…

Teaching Toxicology as a Basic Medical Science

ERIC Educational Resources Information Center

Gralla, Edward J.

1976-01-01

A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…

Group Investigation Teaching Technique in Turkish Primary Science Courses

ERIC Educational Resources Information Center

Aksoy, Gokhan; Gurbuz, Fatih

2013-01-01

This study examined the effectiveness of group investigation teaching technique in teaching "Light" unit 7th grade primary science education level. This study was carried out in two different classes in the Primary school during the 2011-2012 academic year in Erzurum, Turkey. One of the classes was the Experimental Group (group…

From Yeast to Hair Dryers: Effective Activities for Teaching Environmental Sciences.

ERIC Educational Resources Information Center

Nolan, Kathleen A.

2001-01-01

Reports on four experiments and/or activities that were used to stimulate student interest in environmental science. Makes the case that varying classroom activities in the environmental science classroom makes the teaching and learning experience more alive and vital to both instructor and student. (Author/MM)

Innovative Technologies in Science Teaching

ERIC Educational Resources Information Center

Guerra, Cecilia; Pombo, Lucia; Moreira, Antonio

2011-01-01

Technology plays a crucial role in pupils' and primary teachers' lives nowadays and its use can facilitate change towards an innovative school environment. The internet, for example, can act as a platform to foster science teaching and offers a variety of opportunities for effective science learning and engaging and motivating children. But…

The ontology of science teaching in the neoliberal era

NASA Astrophysics Data System (ADS)

Sharma, Ajay

2017-12-01

Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of teacher quality have become normative in assessment of teachers' work for accountability purposes. These perspectives seek to normalize some key ontological assumptions about teachers and teaching, and thus play an important role in shaping our understanding of the work science teachers do as teachers in their classrooms. In this conceptual paper I examine the ontology of science teaching as embedded in econometric perspectives of teacher quality. Based on Foucault's articulation of neoliberalism as a discourse of governmentality in his `The Birth of Biopolitics' lectures, I suggest that this ontology corresponds well with the strong and substantivist ontology of work under neoliberalism, and thus could potentially be seen as reflection of the influence of neoliberal ideas in education. Implications of the mainstreaming of an ontology of teaching that is compatible with neoliberalism can be seen in increasing marketization of teaching, `teaching evangelism', and impoverished notions of learning and teaching. A shift of focus from teacher quality to quality of teaching and building conceptual models of teaching based on relational ontologies deserve to be explored as important steps in preserving critical and socially just conceptions of science teaching in neoliberal times.

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

NASA Astrophysics Data System (ADS)

Wahyudi; Treagust, David F.

2004-08-01

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

NASA Astrophysics Data System (ADS)

Dominguez, Margaret Z.; Vorndran, Shelby

2014-09-01

The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

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.

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Boone, William J.

2015-04-01

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.

Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

NASA Astrophysics Data System (ADS)

Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

2015-08-01

This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers' instructional practices related to teaching for creativity, we used a pre-post one-group quasi-experimental design. An observation form was used to assess and document participants' practices. Paired t test results showed that there was a statistically significant improvement in science teachers' practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students' creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants' virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

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.

What Effects Do Didactic Interventions Have on Students' Attitudes Towards Science? A Meta-Analysis

NASA Astrophysics Data System (ADS)

Aguilera, David; Perales-Palacios, F. Javier

2018-03-01

Improving the attitudes of students towards science is one of the main challenges facing the teaching of the subject. The main objective of this study is to analyze the effect of students' attitudes towards science through different didactic interventions. The bibliographic search was carried out via the Web of Science database, specifically in the Education and Educational Research category, obtaining a population of 374 articles published between 2006 and 2016. We included studies with pre-experimental or quasi-experimental design that used pretest and posttest phases. Following the application of the inclusion criteria, 24 articles were selected with which a random effects meta-analysis was adopted, obtaining an average effect size of 0.54. Three moderating variables were analyzed, with a significant correlation between the type of teaching strategy and the effect of the attitude towards Science (Q = 23.17; df = 8; p < .01; R 2 = 0.05). The educational implications are mainly due to the importance of the teaching/learning strategy used in science education in the development of positive attitudes towards the subject, and the need to increase the number of Didactic Interventions that contemplate students' attitudes towards science as a study variable is also advocated.

The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Pringle, Rose M.; Martin, Sarah Carrier

2005-09-01

In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural changes to facilitate teaching of science.

On teaching the nature of science: perspectives and resources

NASA Astrophysics Data System (ADS)

Radloff, Jeffrey

2016-06-01

In this paper, I present a critical review of the recent book, On Teaching the Nature of Science: Perspectives and Resources, written by Douglas Allchin (2013). This publication presents an in-depth examination of the nature of science construct, as well as instruction for educators about how to teach it effectively utilizing historical case studies as vehicles for knowledge. Although several themes in the book merit further attention, a central issue present across all chapters is the largely masculine, monocultural nature of science presented, which is common to a multitude of scientific publications. In this review, I illustrate how culture and gender in science is not addressed throughout the book. I also discuss where we can build on the work of the author to integrate more aspects of gender and culture in teaching the nature of science.

The Constructionism and Neurocognitive-Based Teaching Model for Promoting Science Learning Outcomes and Creative Thinking

ERIC Educational Resources Information Center

Sripongwiwat, Supathida; Bunterm, Tassanee; Srisawat, Niwat; Tang, Keow Ngang

2016-01-01

The aim of this study was to examine the effect, after intervention on both experimental and control groups, of constructionism and neurocognitive-based teaching model, and conventional teaching model, on the science learning outcomes and creative thinking of Grade 11 students. The researchers developed a constructionism and neurocognitive-based…

Which Extreme Variant of the Problem-Solving Method of Teaching Should Be More Characteristic of the Many Teacher Variations of Problem-Solving Teaching?

ERIC Educational Resources Information Center

Mahan, Luther A.

1970-01-01

Compares the effects of two problem-solving teaching approaches. Lower ability students in an activity group demonstrated superior growth in basic science understanding, &roblem-solving skills, science interests, personal adjustment, and school attitudes. Neither method favored cognitive learning by higher ability students. (PR)

The Role of Induction in Learning to Teach toward Equity: A Study of Beginning Science and Mathematics Teachers

ERIC Educational Resources Information Center

Bianchini, Julie A.; Brenner, Mary E.

2010-01-01

We investigated how an induction program supported and constrained beginning teachers' efforts to teach science or mathematics in equitable and effective ways. We focused our investigation on the teaching and learning of equitable instructional practices; we conceived of such practices as attention to students' experiences, instruction for English…

Mapping Beliefs about Teaching to Patterns of Instruction within Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Allendoerfer, Cheryl; Wilson, Denise; Kim, Mee Joo; Burpee, Elizabeth

2014-01-01

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-,…

Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya

ERIC Educational Resources Information Center

Shaji, Milimu Gladys; Indoshi, Francis C.

2008-01-01

Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of…

Teaching about Nature of Science through Short Lab Activities in Hong Kong Classroom

ERIC Educational Resources Information Center

Lau, Kwok-chi

2017-01-01

The study evaluated the effectiveness of using short, school lab investigations to teach about the nature of science (NOS). A manipulated lab inquiry approach was used, which modified the investigations in ways that students were compelled to experience certain NOS aspects. An investigation about apple browning was used to teach about the…

Comparative Effectiveness of Context-Based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

ERIC Educational Resources Information Center

Kazeni, Monde; Onwu, Gilbert

2013-01-01

The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a…

The effect of instructional methodology on high school students natural sciences standardized tests scores

NASA Astrophysics Data System (ADS)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

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.

An Ecological Approach to Learning with Technology: Responding to Tensions within the "Wow-Effect" Phenomenon in Teaching Practices

ERIC Educational Resources Information Center

Herro, Danielle

2016-01-01

This review explores Anne Kamstrupp's "The Wow-effect in Science Teacher Education" by examining her theorized "wow-effect" as a teaching enactment that may serve to engage students, but often fails to provide deep understanding of science content. My response extends her perspective of socio-materiality as means to understand…

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.

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

ERIC Educational Resources Information Center

Boyraz, Celal; Serin, Gökhan

2017-01-01

The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as…

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-Based Teaching Practice

ERIC Educational Resources Information Center

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-01-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants…

Secondary School Students' Understanding of Science and Their Socioscientific Reasoning

ERIC Educational Resources Information Center

Karahan, Engin; Roehrig, Gillian

2017-01-01

Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in "Journal of Research in Science Teaching" 41:513-536, 2004; Zeidler et al. in "Journal of Research in Science Teaching" 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments…

Let's Turn Things on Their Head--Teaching Counterintuitive Science

ERIC Educational Resources Information Center

Kumar, David

2017-01-01

Teaching science through counterintuitive events is an effective way of engaging students in exploring science; such events motivate and involve students in solving problems with a high degree of creativity and critical thinking. This can push students into a seeking explanation mode, setting the stage for discovery. In this article, the author…

Looking in a science classroom: exploring possibilities of creative cultural divergence in science teaching and learning

NASA Astrophysics Data System (ADS)

Baron, Alex; Chen, Hsiao-Lan Sharon

2012-03-01

Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science learning. The authors visited a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective interviews with the instructor, eliciting the teacher's reflection upon both her pedagogical choices and the perceived results of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide.

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

NASA Astrophysics Data System (ADS)

Sahingoz, Selcuk

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

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.

The Effect of In-Service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming

ERIC Educational Resources Information Center

Alkaria, Ahmed; Alhassan, Riyadh

2017-01-01

This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two…

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Examining the Beliefs and Practices of Four Effective Australian Primary Science Teachers

NASA Astrophysics Data System (ADS)

Fitzgerald, Angela; Dawson, Vaille; Hackling, Mark

2013-06-01

With trends across many countries still indicating the decline of student interest in school science and diminishing numbers of students studying science beyond the compulsory years, it seems that the field remains in crisis. To address these unfortunate trends, there needs to be a greater emphasis on science education research that highlights the good news stories. For example, what are science teachers actually doing in their classrooms to increase student interest and understanding in science? This article focuses on the science teaching beliefs and practices of four Western Australian primary school teachers. The teachers were nominated by a professional colleague as effective practitioners. The study involved gathering information from classroom observations and teacher interviews to provide background information to assist in developing understandings of these teachers and their science teaching. This article reports on the initial findings drawn from Deanne A, Kate B, Lisa C and Rebecca D. Their practices were organised into the following six categories: classroom environment; conceptual knowledge and procedural skills; teaching strategies and approaches; student-specific considerations; teacher-specific considerations; and context-specific considerations. In examining the components contributing to these categories, it was evident that the teachers' beliefs, as well as the contextual factors inherent in each classroom environment, influenced how and why they teach science in the ways they do.

The Impact of the Issue of Demarcation on Pre-Service Teachers' Beliefs on the Nature of Science

ERIC Educational Resources Information Center

Turgut, Halil; Akcay, Hakan; Irez, Serhat

2010-01-01

The arguments about the dimensions of nature of science and the strategies for teaching it are still controversial. In this research, as part of these arguments, a context based on the issue of demarcation of science from pseudoscience was offered and questioned for its effectiveness in nature of science teaching. The research was planned for an…

Intervening in the Professional Development of Science Teachers: The Colorado Science Teaching Enhancement Program. Interim Report of the Formative Evaluation of CO-STEP.

ERIC Educational Resources Information Center

Ellis, James D.; Maxwell, Donald E.

The purposes of the Colorado Science Teaching Enhancement Program (CO-STEP) are to improve the background in science content and the instructional skills of teachers in grades four through six throughout Colorado and to support the implementation of effective instruction. A network of six Teacher Development Centers in Colorado coordinate teacher…

Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

ERIC Educational Resources Information Center

Çetin, Nagihan Imer

2016-01-01

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Exploring the use of lesson study with six Canadian middle-school science teachers

NASA Astrophysics Data System (ADS)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data, observing colleagues teach, time to collaborate, plan, and reflect, teaching the same lesson to two classes, more intentional teaching, and increasing social interactions. Teacher challenges included: teacher unfamiliarity with the students being taught, time spent taking part in lesson study, teachers in the role of observers, and impact of observers and videotaping on students and teachers during lesson enactments.

Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students' Self-Concept in Science

ERIC Educational Resources Information Center

Yip, Din Yan; Tsang, Wing Kwong

2007-01-01

A longitudinal study has been conducted to explore the impact of a new language policy for Hong Kong secondary schools on science learning. According to this policy, only schools that recruit the best 25% of students can teach science in English, the students' second language, while the other schools have to teach science in Chinese, the students'…

The Challenges Faced by New Science Teachers in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alsharari, Salman

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional supplies. Moreover, excessive student absenteeism, student readiness to learn science and student lack of interest in science were the three most behavioral challenges encountered by beginning science teachers in the Kingdom of Saudi Arabia. Results also indicated that the perceptions of academic and behavioral classroom challenges may vary according to new science teacher gender, school level and years of teaching experience. More importantly, to become more effective science teachers, novice science teachers are expecting to receive more and better support from their schools. School principals and administrators should provide opportunities for beginning science teachers to attend effective new teacher orientation programs, use complete and well-developed curriculum materials with detailed sequence of teaching procedures, help in dealing with classroom management, and opportunities to participate in successful mentoring programs, coherent in-service training programs and regular professional development programs. Implications for Saudi Arabia government and policy makers, school principals and administrators, students and their parents were discussed and recommendations were made.

College student perceptions of science teachers and the effect on science teaching as a career path

NASA Astrophysics Data System (ADS)

Cost, Michael George

2000-10-01

Past research documented that student perceptions of scientists constituted a stereotypical image that had a negative effect on the students' attitudes towards science and resulted in low numbers of students studying to become scientists and engineers in college. The present study paralleled the research on student perceptions of scientists to investigate to what extent student perceptions of science teachers affect their willingness to consider science teaching as a career. This was accomplished by surveying 91 college students and 25 science teachers at the beginning, middle, and end of the collegiate career path of becoming a science teacher. Each survey contained quantitative data utilizing seven-point semantic differential scales and written open response questions. In-depth interviews with two members of each level were conducted to supplement the survey data. The study found that college students begin college with a positive perception of teaching as a career and highly rank teachers, especially science teachers, as having a positive influence on their career path. The qualities of job enjoyment, job stability, and helping others that are characteristic of teaching were also found to be of high importance. Perceptions of the personal, social, professional, and career qualities of a science teacher were found to differ from a scientist. While both science teachers and scientists were found to be responsible, persistent, and productive, science teachers were perceived as being a distinct career possessing qualities that make them more personable, sociable, and wise than scientists. Some gender differences were detected but there was no evidence of gender bias affecting students choosing a career path to science teaching. Science teachers were perceived to be very supportive of females pursuing scientific career paths. The study also found evidence that some introductory level college students steer away from science teaching because of low salary, the lack of promotion, and the efforts of influential people including science teachers. The study calls for departments of science education to take a more active role in the recruitment of new science teachers and the improvement of undergraduate science education.

A qualitative case study to identify possible barriers that limit effective elementary science education

NASA Astrophysics Data System (ADS)

Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.

Evaluation of a statewide science inservice and outreach program: Teacher and student outcomes

NASA Astrophysics Data System (ADS)

Lott, Kimberly Hardiman

Alabama Science in Motion (ASIM) is a statewide in-service and outreach program designed to provide in-service training for teachers in technology and content knowledge. ASIM is also designed to increase student interest in science and future science careers. The goals of ASIM include: to complement, enhance and facilitate implementation of the Alabama Course of Study: Science, to increase student interest in science and scientific careers, and to provide high school science teachers with curriculum development and staff development opportunities that will enhance their subject-content expertise, technology background, and instructional skills. This study was conducted to evaluate the goals and other measurable outcomes of the chemistry component of ASIM. Data were collected from 19 chemistry teachers and 182 students that participated in ASIM and 6 chemistry teachers and 42 students that do not participate in ASIM using both surveys and student records. Pre-treatment Chi-Square tests revealed that the teachers did not differ in years of chemistry teaching experience, major in college, and number of classes other than chemistry taught. Pre-treatment Chi-Square tests revealed that the students did not differ in age, ethnicity, school classification, or school type. The teacher survey used measured attitudes towards inquiry-based teaching, frequency of technology used by teacher self-report and perceived teaching ability of chemistry topics from the Alabama Course of Study-Science. The student surveys used were the Test of Science Related Attitudes (TOSRA) and a modified version of the Test of Integrated Process Skills (TIPS). The students' science scores from the Stanford Achievement Test (SAT-9) were also obtained from student records. Analysis of teacher data using a MANOVA design revealed that participation in ASIM had a significantly positive effect on teacher attitude towards inquiry-based teaching and the frequency of technology used; however, there was no significant effect on the perceived teaching ability of topics from the Alabama Course of Study-Science. Similar analysis of student data revealed that participation in ASIM had a significantly positive effect on student process skills acquisition and science achievement, but there were no significant effects on science attitudes.

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

NASA Astrophysics Data System (ADS)

Pottinger, James E.

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space science courses are different than typical online courses in that they need to incorporate an inquiry-based component to ensure students fully understand the course concepts and science principles in the Earth and Space sciences. Studies have addressed the barriers in other inquiry-based online science courses, including biology, physics, and chemistry. This holistic, multiple-case qualitative study investigated perceived barriers and strategies to effective online Earth and Space science instruction through in-depth interviews with six experienced post-secondary online science instructors. Data from this study was analyzed using a thematic analysis approach and revealed four common themes when teaching online Earth and Space science. A positive perception and philosophy of online teaching is essential, the instructor-student interaction is dynamic, course structure and design modification will occur, and online lab activities must make science operational and relevant. The findings in this study demonstrated that online Earth and Space science instructors need institutional support in the form of a strong faculty development program and support staff in order to be as effective as possible. From this study, instructors realize that the instructor-student relationship and course structure is paramount, especially when teaching online science with labs. A final understanding from this study was that online Earth and Space science lab activities must incorporate the use and application of scientific skills and knowledge. Recommendations for future research include (a) qualitative research conducted in specific areas within the Earth and Space sciences to determine if similar conclusions may be reached, (b) conduct a quantitative study looking at the available online technologies and their effectiveness in each area, and (c) utilize students that took online Earth and Space science classes and compare their perception of effectiveness to the instructor's perception of effectiveness in the online Earth and Space science classroom.

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

What I Taught My STEM Instructor about Teaching: What a Deaf Student Hears That Others Cannot

ERIC Educational Resources Information Center

Ross, Annemarie; Yerrick, Randy K.

2015-01-01

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and…

The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes

ERIC Educational Resources Information Center

Jang, Syh-Jong

2006-01-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about…

A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching

ERIC Educational Resources Information Center

Flake, Lee Hatch

2017-01-01

The definition of instruction and curriculum may take on different meanings based on the purpose or interpretation whether political, social, or educational. Teaching effectively requires the skill of a knowledgeable and experienced educator. Teaching can be convincingly debated as being an art or a science or defined collectively as an art and a…

Resistance to Dialogic Discourse in SSI Teaching: The Effects of an Argumentation-Based Workshop, Teaching Practicum, and Induction on a Preservice Science Teacher

ERIC Educational Resources Information Center

Kilinc, Ahmet; Demiral, Umit; Kartal, Tezcan

2017-01-01

Teaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present…

Using Student-Teachers' Reports of Self-Efficacy to Evaluate an Early Childhood Science Course

ERIC Educational Resources Information Center

Giallousi, Maria; Tselfes, Vasilis; Gialamas, Vasilis

2014-01-01

The purpose of this study was to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece. For this, a sequential mixed research design was applied to investigate freshmen beliefs about the effectiveness of their future teaching in kindergarten. An enhancement and a…

The Effectiveness of an Integrated Conceptual Approach to Teaching Middle School Science: A Mixed Methods Investigation

ERIC Educational Resources Information Center

Frampton, Susan K.

2009-01-01

This study was designed to compare the effectiveness of using traditional and integrated instructional strategies to increase student understanding of the core concepts of energy. There are mixed messages in the literature as to the success of using an integrated approach to teach science content, despite suggestions its use improves student…

The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

ERIC Educational Resources Information Center

Abdelkarim, Ra'ed; Abuiyada, Reem

2016-01-01

This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

Methods and Strategies: Literacy in the Learning Cycle

ERIC Educational Resources Information Center

Everett, Susan; Moyer, Richard

2009-01-01

Trade books can be used in all phases of the learning cycle to support effective teaching and learning. Romance and Vitale (1992) found that texts and other nonfiction science books can be effective tools for teaching reading, as the science activities give learners a purpose for their reading. In this article, the authors share ways to…

Effect of Demonstration Method of Teaching on Students' Achievement in Agricultural Science

ERIC Educational Resources Information Center

Daluba, Noah Ekeyi

2013-01-01

The study investigated the effect of demonstration method of teaching on students' achievement in agricultural science in secondary school in Kogi East Education Zone of Kogi State. Two research questions and one hypothesis guided the study. The study employed a quasi-experimental research design. The population for the study was 18225 senior…

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

ERIC Educational Resources Information Center

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-01-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation…

Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

ERIC Educational Resources Information Center

Whittaker, Jessica Vick; Kinzie, Mable B.; Williford, Amanda; DeCoster, Jamie

2016-01-01

Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…

Nanotechnology and Closed Captioned Videos: Improving Opportunities for Teaching Science to ESL Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Scarola, Kimberly

2006-01-01

This paper argues in favor of Closed Captioned Video technology for incorporating nanotechnology as part of teaching science to English as a Second Language (ESL) students. Nanotechnology deals with particles with diameters 1-50 nm and provides a macro-context for science instruction. Closed Captioned Videos provide an effective tool for…

Computer Simulations to Support Science Instruction and Learning: A Critical Review of the Literature

ERIC Educational Resources Information Center

Smetana, Lara Kathleen; Bell, Randy L.

2012-01-01

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is…

Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities

ERIC Educational Resources Information Center

Starling, A. Leyf Peirce; Lo, Ya-Yu; Rivera, Christopher J.

2015-01-01

This study evaluated the differential effects of three different science teaching methods, namely engineering teaching kit (ETK), explicit instruction (EI), and a combination of the two methods (ETK+EI), in two sixth-grade science classrooms. Twelve students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD)…

A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

ERIC Educational Resources Information Center

Smith, Geoffrey R.

2010-01-01

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

Teaching and Learning Science in Hungary, 1867-1945: Schools, Personalities, Influences

ERIC Educational Resources Information Center

Frank, Tibor

2012-01-01

The article provides an overview of the development of teaching science in Hungary during both the time of the dual monarchy and the newly established independent Hungary after 1920. The integration of Hungary into the Austro-Hungarian Monarchy (1867-1918) strengthened the effect of German speaking European science, the results of which were…

Bringing the Story Alive

ERIC Educational Resources Information Center

Dunne, Ian B.

2006-01-01

Science is a story, a narrative, and scientists are storytellers. Teaching is quite possibly the ultimate in storytelling so if one is teaching science he/she is already storytelling. Using a story to set up a science topic is effective. One can engage the brains of the audience, paint the scene, let them realise why the idea or work is important…

Food Science Education and the Cognitive Science of Learning

ERIC Educational Resources Information Center

Chew, Stephen L.

2014-01-01

In this essay, I argue that the traditional view of teaching, that the teacher's responsibility is to present information that students are solely responsible for learning, has been rendered untenable by cognitive science research in learning. The teacher can have a powerful effect on student learning by teaching not only content, but how to…

Rationale for a Study of the Relevance of Academic Learning Time and Active Teaching Behaviors to Secondary Science Teacher Education. Part of a Paper Set: Applying Teacher Effectiveness Findings to Preservice and Inservice Science Teacher Education.

ERIC Educational Resources Information Center

Ponzio, Richard; Russell, Thomas L.

This report is part of a paper set which focuses on a project designated as "Applying Research to Teacher Education (ARTE)." It reviews application possibilities of teacher effectiveness research in elementary classrooms to science teaching at the secondary level. Mills College (Oakland, California) was one of the sites involved in the…

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

ERIC Educational Resources Information Center

Korur, Fikret; Toker, Sacip; Eryilmaz, Ali

2016-01-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science…

A Program to Enhance the Effectiveness of Teaching Assistants.

ERIC Educational Resources Information Center

Cornell Univ., Ithaca, NY. Coll. of Engineering.

This manual is the final report on a two-year project to enhance the effectiveness of teaching assistants. It is designed as a workbook for persons conducting instructional programs for teaching assistants and is specific to teaching assistants in engineering and the natural sciences. The manual contains an introduction and six chapters. Chapter…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

An examination of key experiences which contribute to a positive change in attitude toward science in two elementary education teacher candidates at the University of Wyoming

NASA Astrophysics Data System (ADS)

Cason, Maggie A.

This investigation utilized life history methodology (Armstrong, 1987; Bogdan & Biklen, 1998; Lawrence-Lightfoot, 1977; Marshall & Rossman, 1995; Patton, 1987; Taylor & Bogdan; 1984) to examine lifelong science experiences of two elementary education teacher candidates at a land grant institution with a large, undergraduate teacher education program. Purposive sampling techniques (Bogdan & Biklen, 1998) led to the selection of two teacher candidates who reported high science anxiety when they began university coursework. The investigation focused on five broad questions: (a) What were key experiences in the elementary teacher education program which contributed to a positive change in attitude toward science? (b) What science experiences, in and out of school, did the teacher candidates encounter while they were in elementary school, junior high school, high school, and college? (c) How did the elementary education program's science course structure, professors, and field experiences contribute to the change in attitude toward science? (d) How much time was involved in the change in attitude toward science? and (e) What were the effects of the change in attitude on the teaching of science in the elementary classroom? Each candidate completed approximately twenty hours of interviews yielding rich descriptions of their lifelong science experiences. Data also included interviews with science and science education professors, journaling, and observations of student teaching experiences. Data analysis revealed four over-arching themes with implications for teacher educators. First, data showed the importance of relationship building between professors and teacher candidates. Professors must know and work with teacher candidates, and provide a structure that encourages question asking. Second, course structure including hands-on teaching strategies and students working in small groups over an extended period of time was vital. Third, integrating language arts with science proved important because the generally high comfort level experienced by elementary teacher candidates toward language arts may be extended to the teaching of science. Teacher candidates realize the benefits for both teaching and learning when the two subjects are integrated. Last, the study revealed the powerful effects of field experiences which include teaching science in the public schools and demonstrated the drawbacks of field experiences which do not include teaching science.

Unawareness to Production, Dropout to Innovator--Primary Teachers' Understanding and Use of a Science, Technology and Society Approach to Science Teaching

ERIC Educational Resources Information Center

Rollnick, Marissa; Dlamini, Betty T.; Bradley, John

2015-01-01

This paper investigates the process of teacher change in a group of 8 primary school teachers during their exposure to a science, technology and society (STS) approach to teaching Science in Swaziland. The research aimed to establish the effect of support given to teachers in using the approach through a series of workshops, followed by a 5-week…

The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Balfakih, Nagib M. A.

2003-05-01

Education in the United Arab Emirates (UAE) faces major problems which may hinder its future development. These include low achievement in science and a negative attitude toward science subjects, which have resulted in a high number of student dropouts from the science track in high school. It is believed among UAE educators that the main reason is the way science that has been taught in its schools. A solution to this problem depends on finding effective teaching methods, which maintain student achievement, improve students' attitude and provide opportunities to develop essential scientific skills. The effectiveness of Student Team-Achievement Division (STAD) for teaching science to high school classes in the UAE was investigated. The sample was selected randomly. A representative group of UAE high school students was chosen from the northern province, which includes urban areas, and from the eastern province, which includes rural areas. The study involved sixteen tenth grade classes. During the second semester of the academic year 1998/1999, three units in the chemistry curriculum were covered. This study was designed to investigate the effectiveness of STAD in teaching high school chemistry in the UAE and to find out which groups, gender, area, and ability benefitted most.

Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

NASA Astrophysics Data System (ADS)

Acre, Andrea M.

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

PubMed Central

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. PMID:27909030

The Arkansas Science Crusade: A descriptive study of the implications for science education reform at the postsecondary level

NASA Astrophysics Data System (ADS)

Ross, Carol Ann

The purpose of this study was to evaluate the National Science Foundation-sponsored, constructivist-based course Higher Order Thinking Skills in Science for teachers of grades 5--16 in Arkansas in terms of its impact on post secondary teaching. The course was part of the Arkansas Statewide Systemic Initiative from 1995 to 1998. The participants in the study were 10 science instructors from 9 two-year colleges, 16 instructors from 8 four-year colleges or universities, and one instructor from a private college. Four of the participants were also involved in teaching science education courses. Data were collected from questionnaires and telephone interviews of the 27 participants. They were asked to respond to 26 interview questions to evaluate the effectiveness of the course and its impact on reform of college science teaching. The transcribed interviews were analyzed and responses were tabulated in order to investigate why the participants chose to participate, including their expectations for the course; how the course had changed their views toward the need for reform; how the course had changed the way the participants teach; factors that they considered to hinder reform in science teaching on the college level; and how they would evaluate the overall effectiveness of the course. The findings indicated that there was no difference in responses between participants from two-year or four-year colleges or from the teacher-educators. The majority of the participants reported that the course had resulted in changes in, or reinforcement of, their teaching strategies to include constructivist, hands-on, and/or collaborative group methodologies; use of alternative assessments; and use of calculator-based technology, as well as an opportunity to interact with pre-college teachers. Based upon the interview responses, suggestions for improving the course were discussed. Recommendations for future research included increasing the sample size, especially to include more teacher-educators, and evaluating the effects of the course on the attitudes and achievement of the students of the participants.

Physics Teachers' Challenges in Using History and Philosophy of Science in Teaching

NASA Astrophysics Data System (ADS)

Henke, Andreas; Höttecke, Dietmar

2015-05-01

The inclusion of the history and philosophy of science (HPS) in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers' decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation project. Within focused interviews these teachers describe and evaluate the challenges of planning and conducting HPS-based physics lessons using collaboratively developed HPS teaching materials. The teachers highlight a number of obstacles to the implementation of HPS specific to this approach: finding and adapting HPS teaching material, knowing and using instructional design principles for HPS lessons, presenting history in a motivating way, dealing with students' problematic ideas about the history of science, conducting open-ended historical classroom investigations in the light of known historical outcomes, using historical investigations to teach modern science concepts, designing assessments to target HPS-specific learning outcomes, and justifying the HPS-approach against curriculum and colleagues. Teachers' perceived demands point out critical aspects of pedagogical content knowledge necessary for confident, comfortable and effective teaching of HPS-based science. They also indicate how HPS teacher education and the design of curricular materials can be improved to make implementing HPS into everyday teaching less demanding.

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-06-01

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

A pragmatic conception of science: Implications for science teaching

NASA Astrophysics Data System (ADS)

Sessoms, Deidre Bates

In this dissertation, I examine various philosophical conceptions of the nature of science---its goals, methods and products---and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science. These various conceptions of the nature of science are linked to how science is currently taught, at the K--12 level and at the university. In particular, the logical positivist conception has influenced the teaching of science by emphasizing the products of science (factual knowledge and theories) over the processes of science (the social methods of knowledge production). As a result of viewing science as the logical positivists did, teachers primarily focus on science as unchanging factual knowledge, at the expense of examining the social and cultural aspects of scientific practices. I develop a pragmatic conception of the method of science as reflective thinking that we effectively use in our everyday lives. Linking that conception with the aims that John Dewey outlined for schools in a democratic society points the way towards certain goals and methods for teaching science. Therefore, I explore the type of science teaching that might result when viewing science as a pragmatic activity conducted in a democracy. Teaching of this sort would involve students in working together on shared problems that arise in the context of daily life. For science students at the university, this would include participating in and critiquing scientific research in active research laboratories. Implementing this view of science teaching might result in modifications in the practices and goals of science. Lastly, the experiences of a group of under-represented minority students who studied the sciences at the university are used to illustrate both the promises and the pitfalls of attempting to incorporate a pragmatic view of science into science teaching.

Effects of physical science courses which emphasize content or process on efficacy beliefs of preservice elementary teachers

NASA Astrophysics Data System (ADS)

Aldrich, Lynn Karter

1997-09-01

Concerns about the teaching of science in elementary grades have led in recent years to studies of teacher efficacy beliefs, their relation to teaching behaviors, and mechanisms which promote positive changes in those beliefs. The purpose of this study was to determine if science teaching efficacy beliefs of preservice elementary teachers are changed by a process emphasis physical science course and by a content emphasis physical science course and to compare these two effects. The STEBI-B instrument was given as a pretest at the beginning and a posttest at the conclusion of semester physical science courses to 94 subjects in a small liberal arts-based college. The STEBI-B instrument was also given as a pretest at the beginning and a posttest at the conclusion of semester science teaching methods courses to 61 subjects at the same college. No significant change occurred in the outcome expectancy subscale for the content emphasis course, the process emphasis course, or the science methods course. No significant change occurred in the self-efficacy subscale for the content emphasis course. A significant increase occurred in the self-efficacy subscale for the process emphasis course and the science methods course. When the process emphasis subjects were broken down into subgroups based on when the methods course was taken, a significant increase was found only for the subgroups who had previously taken or were concurrently taking a methods course with the physical science course. No significant difference was found in either outcome expectancy or self-efficacy between the content emphasis and process emphasis with ANCOVA using the pretest STEBI-B subscale as a covariate. The results suggest that a physical science course which emphasizes science process by using an integrated approach of lecture, hands-on activities and discussion may result in increased science teaching self-efficacy beliefs for preservice elementary teachers. The results also suggest that these changes in self-efficacy beliefs may not occur if the process emphasis physical science course is taken prior to a science teaching methods course.

Comparing Multiple Intelligences Approach with Traditional Teaching on Eight Grade Students' Achievement in and Attitudes toward Science

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Dogan, Alev; Gokcek, Nur; Kilic, Ziya; Kilic, Esma

2007-01-01

The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the…

Investigating Factors Affecting Science Teachers' Performance and Satisfaction toward Their Teaching Process at Najran University for Girls' Science Colleges

ERIC Educational Resources Information Center

Alshehry, Amel Thafer

2014-01-01

In Saudi educational system, many factors have led to a various need for teaching qualifications in higher educational institutions. One main aim of this study was to determine the perception of college teachers on how to assess the effectiveness of the teaching process and what most students consider when evaluating their teachers. Further, it…

Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and Its Effectiveness on Their Teaching Practices

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

2015-01-01

This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the…

The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

PubMed Central

Gilbert, Sarah

2014-01-01

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices. PMID:25185237

Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

ERIC Educational Resources Information Center

Areepattamannil, Shaljan

2012-01-01

The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and…

Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. Technical Appendix. NCEE 2014-4010

ERIC Educational Resources Information Center

Max, Jeffrey; Glazerman, Steven

2014-01-01

This document represents the technical appendix intended to accompany "Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010." Contents include: (1) Summary of Related, Non-Peer-Reviewed Studies; (2) Methods for Comparing Findings…

Effects of Teaching Gardening on Science Students' Attitudes toward Entrepreneurial Skills Acquisition in Jos South, Plateau State, Nigeria

ERIC Educational Resources Information Center

Charity, Dimlong; Ozoji, Bernadette Ebele; Osasebor, Florence Osaze; Ibn Umar, Suleiman

2017-01-01

This study investigated the effects of teaching gardening on science students' attitudes toward entrepreneurial skills acquisition in Jos South, Plateau State, Nigeria. The study employed the non-randomized pre-test post-test non-equivalent control group design. A sample of 75 senior secondary school students from two intact classes, randomly…

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

The Effect of Early Classroom Teaching Experience Upon the Attitudes and Performance of Science Teacher Candidates.

ERIC Educational Resources Information Center

Conradson, Diane R.

Reported is a study on effects of early classroom teaching experience upon the attitudes and performance of teacher candidates from a student group primarily composed of science majors or minors. The subjects were paired mainly on their choice of a credential or noncredential program. One of each pair was randomly assigned to the experimental…

The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

ERIC Educational Resources Information Center

Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

2013-01-01

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States

ERIC Educational Resources Information Center

Schroeder, Carolyn M.; Scott, Timothy P.; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan

2007-01-01

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…

Improving the Teaching of Science through Discipline-Based Education Research: An Example from Physics

ERIC Educational Resources Information Center

McDermott, Lillian C.

2013-01-01

Research on the learning and teaching of science is an important field for scholarly inquiry by faculty in science departments. Such research has proved to be an efficient means for improving the effectiveness of instruction in physics. A basic topic in introductory physics is used to illustrate how discipline-based education research has helped…

Evaluation of a Metric Booklet as a Supplement to Teaching the Metric System to Undergraduate Non-Science Majors.

ERIC Educational Resources Information Center

Exum, Kenith Gene

Examined is the effectiveness of a method of teaching the metric system using the booklet, Metric Supplement to Mathematics, in combination with a physical science textbook. The participants in the study were randomly selected undergraduates in a non-science oriented program of study. Instruments used included the Metric Supplement to Mathematics…

Secondary School Science Teachers' Knowledge and Implementation of Effective Teaching Strategies in High-Performing Schools in Swaziland

ERIC Educational Resources Information Center

Mamba, Dudu; Putsoa, Bongile

2018-01-01

This paper investigates the teaching strategies used by secondary school science teachers in Swazi schools that perform well in national examinations. The performance of learners in science in these examinations is generally low, as indicated by the public examination results published by the Examinations Council of Swaziland. However, a few…

Use of Digital Game Based Learning and Gamification in Secondary School Science: The Effect on Student Engagement, Learning and Gender Difference

ERIC Educational Resources Information Center

Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir

2017-01-01

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major…

Two Departments, Two Models of Interdisciplinary Peer Learning

ERIC Educational Resources Information Center

Wenner, Julianne A.; Simmonds, Paul J.

2017-01-01

On graduation, teacher candidates (TCs) are typically underprepared to teach science, particularly physical science, whereas physics graduates frequently lack training in teaching or effective communication. In response, we created two models for interdisciplinary peer learning where TCs were paired with either graduate or undergraduate physics…

Perceptions of Preparedness of LBS I Teachers in the State of Illinois and Graduates of Illinois State University's LBS I Program to Collaborate in Teaching Grade 7-12 Math, Science, and Social Science

ERIC Educational Resources Information Center

Caldwell, Janet E.

2011-01-01

The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher…

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy

ERIC Educational Resources Information Center

Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N.

2018-01-01

To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM…

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Korur, Fikret; Toker, Sacip; Eryılmaz, Ali

2016-08-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.

The effects of a STEM professional development intervention on elementary teachers

NASA Astrophysics Data System (ADS)

Dailey, Deborah D.

To improve and sustain science teaching and learning in the elementary grades, experts recommended school districts afford time in the day for science instruction, secure the necessary resources for an investigative classroom, and provide teachers with increased professional development opportunities that target content knowledge, pedagogical skills, and confidence in teaching science (e.g. Buczynski & Hansen, 2010; Brand & Moore, 2011; NSB, 2010). In particular, researchers recommended teachers receive quality professional development that is sustained over time and embedded in the real world of the classroom (e.g. Buczynski & Hansen, 2010; Cotabish & Robinson, 2012). The purpose of this dissertation was to examine changes in elementary teachers' science teaching perceptions, concerns, and science process skills during and after participation in a STEM-focused professional development intervention involving embedded support using peer coaching. The positive effects of sustained, embedded professional development programs on science instruction have been documented by multiple research studies (e.g. Buczynski & Hansen, 2010; Cotabish, Dailey, Hughes, & Robinson, 2011; Duran & Duran, 2005; Levitt, 2011); however, few studies have investigated the effects after removal of the professional development support (Johnson, Kahle, & Fargo, 2007; Shymansky, Yore, & Anderson, 2004). By examining the changes across three years (including one year after the conclusion of the professional development intervention), the researcher in the present study considered the dosage of intervention needed to bring about and preserve significant changes in the participant teachers. To measure the impact of the intervention on teachers, the researcher used quantitative data supported by qualitative interviews. Results indicated that changes in science teaching perceptions were realized after one year or 60 hours of intervention; however, it took two years or 120 hours of intervention to see significant changes in teachers' science process skills. Of particular significance, the changes in teachers' science teaching perceptions, concerns, and science process skills held constant one year after removal of the professional development support.

Pilot Program for Teaching Earth Science in New York

NASA Astrophysics Data System (ADS)

Nadeau, Patricia A.; Flores, Kennet E.; Ustunisik, Gokce; Zirakparvar, Nasser A.; Grcevich, Jana; Pagnotta, Ashley; Sessa, Jocelyn A.; Kinzler, Rosamond J.; Macdonald, Maritza; Mathez, Edmond; Mac Low, Mordecai-Mark

2013-06-01

During the 2009-2010 school year, 40% of New York City (NYC) Earth science teachers were not certified to teach Earth science [New York State Education Department (NYSED), 2011]. This highlights a longstanding shortage of certified teachers, which persists today and prevents many schools from offering courses on the subject, thus diminishing student opportunities to study or embark on careers in Earth science. More generally, the paucity of qualified, effective science teachers hinders student achievement in science, technology, engineering, and mathematics (STEM), and research has consistently shown that improving the quality of teaching substantially increases achievement in STEM-related fields [National Science Board, 2007]. With only 36% of NYC 8th graders scoring at or above the basic level of proficiency in science and with even lower scores for African-American and Hispanic students [Livingston and Wirt, 2005], the need for more qualified science teachers is clear.

Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

NASA Astrophysics Data System (ADS)

Taştan Kırık, Özgecan

2013-12-01

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors ( n = 71) and elementary education majors ( n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.

Effect of Triadic Teaching Approach in Some Environmental Subjects: Prospective Science Teachers Practice

ERIC Educational Resources Information Center

Hastürk, Gamze; Dogan, Alev

2016-01-01

Effective use of educational technologies by teachers in classrooms has come into prominence as the integration of technology into educational settings in todays world is considered as an inseparable part of an effective teaching. Besides, recent teacher training curriculums too emphasize the use of teaching strategies including technology to…

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties.

PubMed

Bush, Seth D; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments.

Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties

PubMed Central

2016-01-01

Globally, calls for the improvement of science education are frequent and fervent. In parallel, the phenomenon of having Science Faculty with Education Specialties (SFES) within science departments appears to have grown in recent decades. In the context of an interview study of a randomized, stratified sample of SFES from across the United States, we discovered that most SFES interviewed (82%) perceived having professional impacts in the realm of improving undergraduate science education, more so than in research in science education or K-12 science education. While SFES reported a rich variety of efforts towards improving undergraduate science education, the most prevalent reported impact by far was influencing the teaching practices of their departmental colleagues. Since college and university science faculty continue to be hired with little to no training in effective science teaching, the seeding of science departments with science education specialists holds promise for fostering change in science education from within biology, chemistry, geoscience, and physics departments. PMID:26954776

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants

PubMed Central

Romm, Iyah; Gordon-Messer, Susannah

2010-01-01

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator. PMID:20516353

The Ontology of Science Teaching in the Neoliberal Era

ERIC Educational Resources Information Center

Sharma, Ajay

2017-01-01

Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of "teacher quality" have become normative in assessment of teachers' work for accountability purposes. These perspectives seek…

Measuring Preparedness to Teach with ICT

ERIC Educational Resources Information Center

Forster, Patricia A.; Dawson, Vaille M.; Reid, Doug

2005-01-01

In this paper we discuss the development and implementation of a questionnaire that measures preparedness to teach secondary school science with information and communication technologies (ICT). The questionnaire was designed for the purpose of evaluating the effectiveness of instruction in a science education unit in a Graduate Diploma teacher…

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

PubMed

Markowitz, Dina G; DuPré, Michael J

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

PubMed Central

DuPré, Michael J.

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. PMID:17785406

Climate Literacy and Energy Awareness Network (CLEAN) - Supporting the Scientists and Citizens of Tomorrow

NASA Astrophysics Data System (ADS)

Ledley, T. S.; McCaffrey, M. S.; Gold, A. U.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Kirk, K. B.; Grogan, M.; Niepold, F.; Lynds, S. E.; Howell, C.

2011-12-01

The US Global Change Research Program and a consortium of science and education partners in 2009 concluded "climate change will bring economic and environmental challenges as well as opportunities, and citizens who have an understanding of climate science will be better prepared to respond to both." In order for citizens to achieve that understanding there is a clear need to support teachers, students, and the public in becoming climate and energy literate and to enable them to make responsible decisions about the environment and energy use for themselves and for society. However, to pursue climate and energy literacy it is necessary to identify and access educational materials that are scientifically accurate, pedagogically effective, and technically robust, and to use them effectively. The CLEAN Pathway (http://cleanet.org) is a National Science Digital Library (http://www.nsdl.org) project that is stewarding a collection of materials for teaching climate and energy science in grades 6-16. The collection contains classroom activities, lab demonstrations, visualizations, simulations and more. Each resource is extensively reviewed for scientific accuracy, pedagogical effectiveness, and technical quality. Once accepted into the CLEAN collection, a resource is aligned with the Climate Literacy Essential Principles for Climate Science, the AAAS Project 2061 Benchmarks for Science Literacy and other national standards. The CLEAN website hosts a growing collection of currently 300+ resources that represent the leading edge of climate and energy science resources for the classroom. In this presentation we will demonstrate the various avenues of how the CLEAN portal that can help educators improve their own climate and energy literacy, help them determine why and how to effectively integrate the climate and energy principles into their teaching, and facilitate educators successfully using the resources with their students. This will include a brief overview of the: a) Breath of the collection and the faceted search that can help educators quickly find what is relevant to their needs; b) Teaching Climate Science and Energy Awareness pages that describe why each principle is important, why it is difficult to teach, information on how to effectively teach it, and links to resources in the collection that can be used to teach it at various levels; c) Annotations of an individual resource that provide information extracted from the reviews about the science, pedagogy, teaching tips as well as the climate or energy principles and the AAAS Benchmarks for Science Literacy addressed; d) Strandmap service that connects the benchmarks addressed by an individual resource to those that come immediately before and immediately after in a learning sequence, and to the resources that can help educators teach those benchmarks; and e) Professional development opportunities that can help teachers improve their own climate and energy literacy and explore how to integrate the materials into their classroom.

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

NASA Astrophysics Data System (ADS)

Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie

2015-02-01

In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science teachers at all levels. We discuss the issues and implications of government initiatives in preservice and early career teacher education programs, such as the implementation of national science curriculum, the stricter entry requirements to teacher education programs, an alternative pathway to teaching and the measure of effectiveness of teacher education programs. The politicized discussion and initiatives to improve the quality of science teacher education in Australia are still unfolding as we write in 2014.

Project science inquiry: An exploration of elementary teachers' beliefs and perceptions about science teaching and learning

NASA Astrophysics Data System (ADS)

Wilcox, Dawn Renee

This dissertation examined elementary teachers' beliefs and perceptions of effective science instruction and documents how these teachers interpret and implement a model for Inquiry-Based (I-B) science in their classrooms. The study chronicles a group of teachers working in a large public school division and documents how these teachers interpret and implement reform-based science methods after participating in a professional development course on I-B science methods administered by the researcher. I-B science teaching and its implementation is discussed as an example of one potential method to address the current call for national education reform to meet the increasing needs of all students to achieve scientific literacy and the role of teachers in that effort. The conviction in science reform efforts is that all students are able to learn science and consequently must be given the crucial opportunities in the right environment that permits optimal science learning in our nation's schools. Following this group of teachers as they attempted to deliver I-B science teaching revealed challenges elementary science teachers face and the professional supports necessary for them to effectively meet science standards. This dissertation serves as partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at George Mason University.

The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

ERIC Educational Resources Information Center

Inel, Didem; Balim, Ali Gunay

2010-01-01

The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week…

Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2015-01-01

The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to…

Connecting Science and Free Government in Citizenship Education: Teaching about Our Legacy from the Age of Enlightenment.

ERIC Educational Resources Information Center

Patrick, John J.

To maintain the legacy of freedom from the Age of Enlightenment, educators must effectively teach about the interrelated ideas of modern science and constitutional democracy in both social studies and science courses. The United States most directly and fully exemplifies the civic and scientific ideas which have developed as a result of the Age of…

Talking Science: The Research Evidence on the Use of Small Group Discussions in Science Teaching

ERIC Educational Resources Information Center

Bennett, Judith; Hogarth, Sylvia; Lubben, Fred; Campbell, Bob; Robinson, Alison

2010-01-01

This paper reports the findings of two systematic reviews of the use and effects of small group discussions in high school science teaching. Ninety-four studies were included in an overview (systematic map) of work in the area, and 24 studies formed the basis of the in-depth reviews. The reviews indicate that there is considerable diversity in the…

Building Future Directions for Teacher Learning in Science Education

NASA Astrophysics Data System (ADS)

Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

Technology Engineering in Science Education: Where Instructional Challenges Interface Nonconforming Productivity to Increase Retention, Enhance Transfer, and Maximize Student Learning

ERIC Educational Resources Information Center

Osler, James E.; Hollowell, Gail P.; Nichols, Stacy M.

2012-01-01

Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactive technology as a method of enhancing learning and the learning environment. Using this method to teach science and math content empowers the teacher and enhances the curriculum as the classroom becomes more efficient and effective.…

Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

ERIC Educational Resources Information Center

Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

ERIC Educational Resources Information Center

Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

2015-01-01

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

The development of elementary teacher identities as teachers of science

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Whitehead, Ashley N.; Walkowiak, Temple A.; Luginbuhl, Sarah C.; Thomson, Margareta M.

2017-09-01

The purpose of this qualitative study was to investigate the contributions of pre-service teachers' memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants' identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College-Teaching Self-Efficacy. WCER Working Paper No. 2015-1

ERIC Educational Resources Information Center

Connolly, Mark R.; Lee, You-Geon

2015-01-01

As a result of increased national emphasis on preparing future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities offer teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of these…

Sources of Efficacy Information in an Inservice Program for Elementary Teachers

ERIC Educational Resources Information Center

Palmer, David

2011-01-01

Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention…

Teaching Science in the Field. ERIC Digest.

ERIC Educational Resources Information Center

Landis, Carol

Teaching science in the field provides unique opportunities to investigate the natural world. As in the classroom, lessons designed to foster meaningful learning, provide hands-on activities, and promote student inquiry can be effectively implemented in the world's largest laboratories, the natural and built environments of the outdoors. This…

Embracing Diversity in the Science Classroom

ERIC Educational Resources Information Center

Deaton, Cynthia C. Minchew; Deaton, Benjamin E.

2013-01-01

As each school year starts, teachers are faced with teaching and building relationships with students from diverse backgrounds. To effectively teach students, science teachers (and teachers in general) must develop an understanding of students' culture, background, and language. Knowing these factors, as well as students' learning needs,…

Raising test scores vs. teaching higher order thinking (HOT): senior science teachers' views on how several concurrent policies affect classroom practices

NASA Astrophysics Data System (ADS)

Zohar, Anat; Alboher Agmon, Vered

2018-04-01

This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements.

Teaching Elementary School Students to Be Effective Writers: Q&A with Dr. Natalie Olinghouse and Alisha Bollinger. REL Mid-Atlantic Event

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

This event focused on the Institute of Education Sciences' practice guide, "Teaching Elementary School Students to Be Effective Writers" (2012) (see ED533112). Dr. Natalie Olinghouse and Alisha Bollinger presented effective strategies for teaching writing while familiarizing attendees with the recommendations and methods described in the…

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

ERIC Educational Resources Information Center

Aslan, Safiye

2017-01-01

This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers' inquiry skills and to unveil how it does so, only if it had an effect. The current research is…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.

Integration of basic sciences and clinical sciences in oral radiology education for dental students.

PubMed

Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2013-06-01

Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (p<0.05). The results of this study support the critical role of integrating biomedical knowledge in diagnostic radiology and shows that teaching basic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.

The Effect of Reform-Based Science Teaching on SES-Associated Achievement Gap on PISA 2006: A Comparative Study of the United States and Taiwan

NASA Astrophysics Data System (ADS)

Tang, Nai-En

The goal of this study is to examine how reform-based science teaching has been implemented and whether reform-based science teaching has promoted education equity through being available and beneficial for students from different socioeconomic status (SES) family backgrounds in the U.S. and Taiwan. No existing study used large-scale assessment to investigate the implementation and outcomes of the science reform movement in the U.S. and Taiwan. This study was developed to fill this gap using the Program of International Student Assessment (PISA) 2006 data including 5,611 students in the United States and 5995 students in Taiwan. A Latent Profile Analysis (LPA) was used to classify students into different science learning subgroups to understand how broadly reform-based science learning has been implemented in classrooms. The results showed that students in the U.S. had more opportunity to learn science through the reform-based learning activities than students in Taiwan. Latent Class Regression (LCR) and Structural Equation Modeling (SEM) were used for examining the availability of reform-based science teaching in both countries. The results showed that in the U.S., higher SES students had more opportunity to learn science reform-based learning activities. On the other hand, students' SES had no association with reform-based science learning in Taiwan. Regression Mixture Modeling and SEM were used to examine whether there was an association between reform-based science teaching and SES-associated achievement gaps. The results found no evidence to support the claim that reform-based science teaching helps to minimize SES-associated achievement gaps in both countries.

Teaching professional development of science and engineering professors at a research-extensive university: Motivations, meaningfulness, obstacles, and effects

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

There is a national movement to improve undergraduate science, technology, engineering, and mathematics (STEM) education. Given the percentage of academics teaching and training at research institutions, there is a parallel movement to improve the quality of teaching-focused professional development for practicing and future STEM educators at these institutions. While research into the effectiveness of teaching professional development at the postsecondary level has increased over the last 40 years, little attention has been paid to understanding faculty perceptions regarding what constitutes effective teaching professional development. Less is known about how to best meet the needs of STEM faculty at research universities and why, given that they are seldom required to engage in teaching professional development, they bother to participate at all. The higher education research community must develop theory grounded in the knowledge and practical experiences of the faculty engaged in teaching professional development. I have studied what motivates twelve research university science and engineering faculty to engage in teaching professional development in light of local supports and barriers and the resulting value of their participation. I have interpreted the experiences of my research participants to indicate that they were motivated to engage in teaching professional development to fulfill a need to bring their teaching competencies in better concordance with their professional strengths as researchers. Once engaged, my research participants increased their teaching competence and achieved more autonomy with respect to their professional practice. As they continued to engage, they internalized the values and practices associated with effective teaching professional development and adopted the commitment to continually problematize their teaching practice as more of their own. My research participants attempted to transfer their revised stance regarding teaching and teaching professional development to their student mentees and colleagues. They found certain teaching professional development types and topics to be more meaningful and of interest than others. My research findings may inform those committed to the improvement of postsecondary STEM education at research universities, including teaching professional development advocates and implementers and participating faculty members themselves.

The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

NASA Astrophysics Data System (ADS)

Ebrahim, Ali

The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.

Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences.

PubMed

Ebrahimi, Sedigheh; Kojuri, Javad

2012-02-01

Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fulfill the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P < 0.001). Assessment of the effectiveness of the program in strengthening the participants' teaching ability showed that students noticed significant improvements in the participants' teaching abilities (P < 0.05). Our faculty development program appears to have a significant positive effect on medical teachers' competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.

The effects of calculator-based laboratories on standardized test scores

NASA Astrophysics Data System (ADS)

Stevens, Charlotte Bethany Rains

Nationwide, the goal of providing a productive science and math education to our youth in today's educational institutions is centering itself around the technology being utilized in these classrooms. In this age of digital technology, educational software and calculator-based laboratories (CBL) have become significant devices in the teaching of science and math for many states across the United States. Among the technology, the Texas Instruments graphing calculator and Vernier Labpro interface, are among some of the calculator-based laboratories becoming increasingly popular among middle and high school science and math teachers in many school districts across this country. In Tennessee, however, it is reported that this type of technology is not regularly utilized at the student level in most high school science classrooms, especially in the area of Physical Science (Vernier, 2006). This research explored the effect of calculator based laboratory instruction on standardized test scores. The purpose of this study was to determine the effect of traditional teaching methods versus graphing calculator teaching methods on the state mandated End-of-Course (EOC) Physical Science exam based on ability, gender, and ethnicity. The sample included 187 total tenth and eleventh grade physical science students, 101 of which belonged to a control group and 87 of which belonged to the experimental group. Physical Science End-of-Course scores obtained from the Tennessee Department of Education during the spring of 2005 and the spring of 2006 were used to examine the hypotheses. The findings of this research study suggested the type of teaching method, traditional or calculator based, did not have an effect on standardized test scores. However, the students' ability level, as demonstrated on the End-of-Course test, had a significant effect on End-of-Course test scores. This study focused on a limited population of high school physical science students in the middle Tennessee Putnam County area. The study should be reproduced in various school districts in the state of Tennessee to compare the findings.

Science education and literacy: imperatives for the developed and developing world.

PubMed

Webb, Paul

2010-04-23

This article explores current language-based research aimed at promoting scientific literacy and examines issues of language use in schools, particularly where science teaching and learning take place in teachers' and learners' second language. Literature supporting the premise that promoting reading, writing, and talking while "doing science" plays a vital role in effective teaching and learning of the subject is highlighted. A wide range of studies suggest that, whether in homogenous or language-diverse settings, science educators can make a significant contribution to both understanding science and promoting literacy.

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

NASA Astrophysics Data System (ADS)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Labs will include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course, students will critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms will allow students to ground their studies of science and pedagogy in actual practice.

Earth Science Teaching Strategies Used in the International Polar Year

NASA Astrophysics Data System (ADS)

Sparrow, E. B.

2009-04-01

There are many effective methods for teaching earth science education that are being successfully used during the fourth International Polar Year (IPY). Relevance of IPY and the polar regions is better understood using a systems thinking approach used in earth science education. Changes in components of the earth system have a global effect; and changes in the polar regions will affect the rest of the world regions and vice versa. Teaching strategies successfully used for primary, secondary, undergraduate and graduate student earth science education and IPY education outreach include: 1) engaging students in earth science or environmental research relevant to their locale; 2) blending lectures with research expeditions or field studies, 3) connecting students with scientists in person and through audio and video conferencing; 4) combining science and arts in teaching, learning and communicating about earth science and the polar regions, capitalizing on the uniqueness of polar regions and its inhabitants, and its sensitivity to climate change; and 5) integrating different perspectives: western science, indigenous and community knowledge in the content and method of delivery. Use of these strategies are exemplified in IPY projects in the University of the Arctic IPY Higher Education Outreach Project cluster such as the GLOBE Seasons and Biomes project, the Ice Mysteries e-Polar Books: An Innovative Way of Combining Science and Literacy project, the Resilience and Adaptation Integrative Graduate Education and Research Traineeship project, and the Svalbard Research Experience for Undergraduates project.

Learning to teach science for all in the elementary grades: What do preservice teachers bring?

NASA Astrophysics Data System (ADS)

Howes, Elaine V.

2002-11-01

Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach science for all? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of research as praxis and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science teachers.

Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons

NASA Astrophysics Data System (ADS)

Larrain, Antonia; Freire, Paulina; Howe, Christine

2014-04-01

Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10-11 and 12-13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older.

Bridging Theory and Practice: Using Hip-Hop Pedagogy As A Culturally Relevant Approach In The Urban Science Classroom

NASA Astrophysics Data System (ADS)

Adjapong, Edmund S.

This dissertation explores the context of urban science education as it relates to the achievement and engagement of urban youth. This study provides a framework for Hip-Hop Pedagogy, an approach to teaching and learning anchored in the creative elements of Hip-Hop culture, in STEM as an innovative approach to teaching and learning demonstrates the effect that Hip-Hop Pedagogy, as a culturally relevant approach to teaching has on teaching and learning in an urban science classroom. This study establishes practical tools and approaches, which were formed from by theory and research that transcend the traditional monolithic approaches to teaching science. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This research showed that as result of utilizing Hip-Hop pedagogical practices, students reported that they developed a deeper understanding of science content, students were more likely to identify as scientists, and students were provided a space and opportunities to deconstruct traditional classroom spaces and structures.

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

ERIC Educational Resources Information Center

Chou, Chin-Cheng

2017-01-01

Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science…

Teaching Bioinformatics in Concert

PubMed Central

Goodman, Anya L.; Dekhtyar, Alex

2014-01-01

Can biology students without programming skills solve problems that require computational solutions? They can if they learn to cooperate effectively with computer science students. The goal of the in-concert teaching approach is to introduce biology students to computational thinking by engaging them in collaborative projects structured around the software development process. Our approach emphasizes development of interdisciplinary communication and collaboration skills for both life science and computer science students. PMID:25411792

The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts among the Fourth Graders of Bani Kinana Directorate of Education

ERIC Educational Resources Information Center

Hamadneh, Qaseem Mohammad Salim

2017-01-01

The study aimed to identify the effect of using Jigsaw strategy in teaching science on the acquisition of scientific concepts among the fourth graders of Bani Kinana Directorate of Education compared to the traditional way. The study sample consisted of 70 male and female students, divided into two groups: experimental and control where the…

The Effectiveness of Conflict Maps and the V-Shape Teaching Method in Science Conceptual Change among Eighth-Grade Students in Jordan

ERIC Educational Resources Information Center

Bawaneh, Ali Khalid Ali; Zain, Ahmad Nurulazam Md; Ghazali, Munirah

2010-01-01

The purpose of the present study is to investigate the effectiveness of Conflict Maps and the V-Shape method as teaching methods in bringing about conceptual change in science among primary eighth-grade students in Jordan. A randomly selected sample (N = 63) from the Bani Kenana region North of Jordan was randomly assigned to the two teaching…

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

PubMed Central

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

2014-01-01

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

Faculty development program models to advance teaching and learning within health science programs.

PubMed

Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

2014-06-17

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

NASA Astrophysics Data System (ADS)

Lee, Jeong-A.; Kim, Chan-Jong

2017-09-01

This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

NASA Astrophysics Data System (ADS)

Hemler, Debra A.

1997-11-01

The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green Bank model. Student teachers who had initiated research in their classrooms had fewer concerns about doing them than those that had not. No significant change was measured in their perceptions of science and science teaching. The RETP project serves as a viable constructivist model for exposing preservice teachers to science research and transferring that experience to the classroom.

Effective Teaching Methods--Project-based Learning in Physics

ERIC Educational Resources Information Center

Holubova, Renata

2008-01-01

The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

Case Study Applications in Chemistry Lesson: Gases, Liquids, and Solids

ERIC Educational Resources Information Center

Ayyildiz, Yildizay; Tarhan, Leman

2013-01-01

This study aims at investigating the effects of case studies developed by the researchers on Science Teaching students' understanding of "gases, liquids and solids," and their attitudes towards chemistry lessons. The study was conducted on 52 freshmen from the Department of Science Teaching at a university in Turkey. Pre-test and…

On the Legal Issues of Teaching Evolution in Public Schools

ERIC Educational Resources Information Center

Hermann, Ronald S.

2013-01-01

In order to effectively teach evolution to all students, even those resistant to learning evolution, science teachers may question the extent to which religion can legally be discussed in the public high school science classroom. Evolution is taught from a variety of approaches, each of which has legal implications. Four approaches to teaching…

The Effects of Cognitive Conflict Management on Cognitive Development and Science Achievement

ERIC Educational Resources Information Center

Budiman, Zainol Badli; Halim, Lilia; Mohd Meerah, Subahan; Osman, Kamisah

2014-01-01

Three teaching methods were compared in this study, namely a Cognitive Conflict Management Module (CCM) that is infused into Cognitive Acceleration through Science Education (CASE), (Module A) CASE without CCM (Module B) and a conventional teaching method. This study employed a pre- and post-test quasi-experimental design using non-equivalent…

Enhancing Self-Efficacy in Elementary Science Teaching with Professional Learning Communities

ERIC Educational Resources Information Center

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-01-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in…

Creative Construction of Mathematics and Science Concepts in Early Childhood.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…

The Effectiveness of Virtual and Augmented Reality in Health Sciences and Medical Anatomy

ERIC Educational Resources Information Center

Moro, Christian; Štromberga, Zane; Raikos, Athanasios; Stirling, Allan

2017-01-01

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross…

Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

ERIC Educational Resources Information Center

Kafyulilo, Ayoub Cherd

2013-01-01

This study introduces "teachers' collaboration" as an approach to teachers' professional development geared at enhancing science and mathematics teaching in Tanzania secondary schools. Teachers' professional development through teachers' collaboration has been reported to be effective for the improvement of schools' performance and…

Primary Teachers Conducting Inquiry Projects: Effects on Attitudes towards Teaching Science and Conducting Inquiry

ERIC Educational Resources Information Center

van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; van Hest, Erna G. W. C. M.; Poortman, Cindy

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious…

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

ERIC Educational Resources Information Center

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

ERIC Educational Resources Information Center

Magee, Paula A.; Flessner, Ryan

2012-01-01

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

Exemplification in Science Instruction: Teaching and Learning through Examples

ERIC Educational Resources Information Center

Oliveira, Alandeom W.; Brown, Adam O.

2016-01-01

Although the practice of giving examples is central to the effective teaching and learning of science, it has been the object of little educational research. The present study attends to this issue by systematically examining the exemplification practices of a university professor and his students' learning experiences during a biology lecture on…

The Effect of Sociocognitive Conflict on Students' Dialogic Argumentation about Floating and Sinking

ERIC Educational Resources Information Center

Skoumios, Michael

2009-01-01

Sociocognitive conflict has been used as a teaching strategy which may contribute to change students' conceptions about science concepts. The present paper aims at investigating the structure of the dialogic argumentation developed by students, when they are involved in science teaching sequence that have been designed to change their conceptions…

Teaching Science Problem Solving: An Overview of Experimental Work.

ERIC Educational Resources Information Center

Taconis, R.; Ferguson-Hessler, M. G. M.; Broekkamp, H.

2001-01-01

Performs analysis on a number of articles published between 1985 and 1995 describing experimental research into the effectiveness of a wide variety of teaching strategies for science problem solving. Identifies 22 articles describing 40 experiments that met standards for meta-analysis. Indicates that few of the independent variables were found to…

Changes in Pre-service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

NASA Astrophysics Data System (ADS)

Kutluca, A. Y.; Aydın, A.

2017-08-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science teachers studying in a state university in Turkey. The treatment group comprised 27 participants, and there were 29 participants in the comparison group. The comparison group participants were involved in a student-centred science-teaching process, and the participants of the treatment group were involved in explicit NOS and socioscientific argumentation processes. In the study, which lasted a total of 11 weeks, a NOS-as-argumentation questionnaire was administered to all the participants to determine their understanding of NOS at the beginning and end of the data collection process, and six random participants of the treatment group participated in semi-structured interview questions in order to further understand their views regarding NOS, science teaching and argumentation. Qualitative and quantitative data analysis revealed that the explicit NOS and socioscientific argumentation processes had a significant effect on pre-service science teachers' NOS understandings. Furthermore, NOS, argumentation and science teaching views of the participants in the treatment group showed a positive change. The results of this study are discussed in light of the related literature, and suggestions are made within the context of contribution to science-teaching literature, improvement of education quality and education of pre-service teachers.

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Effects of Prompting Critical Reading of Science News on Seventh Graders' Cognitive Achievement

ERIC Educational Resources Information Center

Tsai, Pei-Ying; Chen, Sufen; Chang, Huey-Por; Chang, Wen-Hua

2013-01-01

Science teachers frequently select science news articles as supplementary teaching materials; however, the literature indicates that students encounter difficulties in examining and evaluating the news content and textual elements. This paper reports an instructional strategy of utilizing science news articles and investigates its effectiveness in…

Looking in a Science Classroom: Exploring Possibilities of Creative Cultural Divergence in Science Teaching and Learning

ERIC Educational Resources Information Center

Baron, Alex; Chen, Hsiao-Lan Sharon

2012-01-01

Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some teachers effectively improve students' scientific learning, others struggle to achieve desirable student outcomes. This study explores a Taiwanese science teacher's ability to effectively enhance her students' science…

Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

ERIC Educational Resources Information Center

Liang, Ling L.; Gabel, Dorothy L.

2005-01-01

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers' understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in…

Effective Science Instruction: Impact on High-Stakes Assessment Performance

ERIC Educational Resources Information Center

Johnson, Carla C.; Zhang, Danhui; Kahle, Jane Butler

2012-01-01

This longitudinal prospective cohort study was conducted to determine the impact of effective science instruction on performance on high-stakes high school graduation assessments in science. This study provides powerful findings to support authentic science teaching to enhance long-term retention of learning and performance on state-mandated…

The bench vs. the blackboard: learning to teach during graduate school.

PubMed

Ciaccia, Laura

2011-09-01

Many science, technology, engineering, and mathematics (STEM) graduate students travel through the academic career pipeline without ever learning how to teach effectively, an oversight that negatively affects the quality of undergraduate science education and cheats trainees of valuable professional development. This article argues that all STEM graduate students and postdoctoral fellows should undergo training in teaching to strengthen their resumes, polish their oral presentation skills, and improve STEM teaching at the undergraduate level. Though this may seem like a large undertaking, the author outlines a three-step process that allows busy scientists to fit pedagogical training into their research schedules in order to make a significant investment both in their academic career and in the continuing improvement of science education. Copyright © 2011.

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000). Descriptive statistics, simple correlation, t-test, multiple regression, and content analysis procedures were used to analyze research questions. Findings of this study revealed that both dimensions of teaching efficacy, PSTE and STOE, were increased significantly during the student teaching semester. Certain school factors were related to preservice science teachers' teaching efficacy and their use of instructional strategies. Only personal science teaching efficacy was found to affect preservice science teachers' use of instructional strategies. Implications for the findings of this study, as well as recommendations for future research, are discussed.

Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

NASA Astrophysics Data System (ADS)

Shope, Richard Edwin, III

Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998). The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion, participatory demonstration, active inquiry, and metacognitive dialogue. Each strategy evokes expression of what students know prior to instruction, yielding different levels of useful information. These findings guided the construction of a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions. This may be useful to guide future research and professional development of science teaching practice.

Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

Analysis on the effectiveness of gifted education by studying perceptions of science gifted education recipients

NASA Astrophysics Data System (ADS)

Jung, Hyun-Chul; Ryu, Chun-Ryol; Choi, Jinsu; Park, Kyeong-Jin

2016-04-01

The necessity of science gifted education is persistently emphasized in the aspect of developing individuals' potential abilities and enhancing national competitiveness. In the case of Korea, gifted education has been conducted on a national level ever since the country established legal and institutional strategies for gifted education in 2000. Even though 15 years has passed since a full-scale implementation of gifted education has started, there are few researches on the effectiveness of gifted education. Therefore, considering the splashdown effect, that a long period of time is needed to obtain reliable assessments on education effectiveness, this research surveyed gifted education recipients to study the effectiveness of gifted education. For this cause, we developed an questionnaire and conducted a survey of university students who had experience of receiving science gifted education. We deduced the following from the analysis. First, generally the recipients were satisfied with their gifted education experiences, but thought that not enough opportunities were provided on problem solving ability enhancement and career related aspects. Second, schools considered 'experiments' as the most effective teaching method, regardless to the stage of education. In addition, they perceived 'discussions and presentations' as effective education methods for elementary school students; 'theme investigating classes' for middle school students; and lectures for high school students. It could be seen that various experiences were held important for elementary school students and as students went into high school education, more emphasis was placed on the importance of understanding mathematical and scientific facts. Third, on gifted education teaching staffs, satisfaction of professionalism on specialities were high but satisfaction of variety of teaching methods were relatively low. In this research, to encourage science gifted students to meet their potentials, we propose the following: a variety of gifted education programs which could not be provided in regular curriculums, expansion in career education programs on finding careers in science technology, and the necessity of teacher training to enhance gifted education teaching method professionalism. Keywords : science gifted education, recipients, effectiveness of education, education program, teaching method, teacher professionalism

Science Education After Dainton

ERIC Educational Resources Information Center

Keohane, Kevin

1969-01-01

The Dainton committee indicated that science must not be directed simply at the committed students. Curriculum changes, including those related to teaching science as a unity, could have a profound effect in making science more attractive and relevant. (JK)

Lecturers' Experiences of Teaching STEM to Students with Disabilities

ERIC Educational Resources Information Center

Ngubane-Mokiwa, S. A.; Khoza, S. B.

2016-01-01

Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and…

Exploring and Developing Graduate Teaching Assistants' Pedagogies via Lesson Study

ERIC Educational Resources Information Center

Dotger, Sharon

2011-01-01

Graduate teaching assistants (GTAs) teach many undergraduates in introductory science courses in the USA. Previous literature suggests that GTAs would prefer more context-dependent opportunities to learn to teach more effectively. This study explores the impact of participation in a lesson study cycle with GTAs responsible for an undergraduate…

Teaching planetary sciences to elementary school teachers: Programs that work

NASA Technical Reports Server (NTRS)

Lebofsky, Larry A.; Lebofsky, Nancy R.

1993-01-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are addressed in detail.

Science Teaching: What Does It Mean?

ERIC Educational Resources Information Center

Tseitlin, Michael; Galili, Igal

2006-01-01

This study considers the relationship between science, science teaching and the philosophy of science perceiving these three cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection. The relationship of science teaching to the philosophy of science is advocated to be essential,…

How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas

NASA Astrophysics Data System (ADS)

Wisdom, Sonya L.

The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

Toward using games to teach fundamental computer science concepts

NASA Astrophysics Data System (ADS)

Edgington, Jeffrey Michael

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

The Relative Effectiveness of Expository Methods of Teaching Science

ERIC Educational Resources Information Center

Babikian, Elijah

1973-01-01

Two methods of instruction (question-answer and question-incomplete-answer) are utilized in teaching a unit on thermal energy. Effectiveness, as measured by a posttest, confirmed significant differences in the two modes of instruction. (DF)

Perceptions of science and art: An interdisciplinary investigation of preservice elementary teachers

NASA Astrophysics Data System (ADS)

Fleming, Michelle Ann

Science and art have been intertwined throughout history. Leading educational organizations and researchers support interdisciplinary connections to maximize teaching scope and effectiveness. Preservice elementary teachers face unique challenges in developing appropriate pedagogical content knowledge in a variety of disciplines, including science and art. This multi-method, case study investigated the relationship between science and art as an example of two disciplines that seem disparate but actually have strong similarities. Attitudes and perceptions towards science and art, and the teaching of science and art were studied with a cohort of twenty-six preservice elementary teachers at a large, Midwestern university. Data was generated from pre- and post-tests, interviews, and observations in the elementary science and art methods courses. Interests and attitudes towards teaching science increased, and participants came to perceive science as a more creative and imaginative endeavor. Perceived self-efficacies towards teaching science and art increased significantly. Attitudes towards art and perceptions of outcome expectancy and cooperative peer relationships in both science and art did not change. Qualitative results suggested inadequate and naive views of science and art at the beginning and more developed views of science and art by the end of the coursework. Creativity and imagination in scientific and artistic inquiry was a pervading theme in the post-course data. Implications are discussed for elementary teacher education and further research in this area.

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

NASA Astrophysics Data System (ADS)

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

2014-09-01

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. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning

NASA Astrophysics Data System (ADS)

Bellflower, Julie V.

Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.

Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

NASA Astrophysics Data System (ADS)

Smith, Bethany

The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability.

A Pilot Study to Investigate the Effectiveness of Multimedia CD-ROM vis-a-vis Traditional Print-Based Technology in Teaching Fourth-Grade Children

ERIC Educational Resources Information Center

Shana, Zuhrieh A.

2009-01-01

The purpose of this study was to examine the degree of effectiveness of multimedia technology in teaching in comparison to the traditional print-based teaching methods. Multimedia CD was designed to teach the second semester unit of science and Islamic studies for the fourth graders. The unit's content was the same in the print-based teaching…

Using the Teach Astronomy Website to Enrich Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, K. K.; Impey, C. D.; Patikkal, A.; Austin, C. L.

2013-04-01

This year we implemented Teach Astronomy as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive astronomy content of the website includes: an introductory text book, encyclopedia articles, images, two to three minute topical video clips, podcasts, and news articles. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. We will present an overview of how Teach Astronomy works and how instructors can use it as an effective teaching tool in the classroom. Additionally, we will gather feedback from science instructors on how to improve the features and functionality of the website, as well as develop new assignment ideas using Teach Astronomy.

Quality Teaching in Science: an Emergent Conceptual Framework

NASA Astrophysics Data System (ADS)

Jordens, J. Zoe; Zepke, Nick

2017-09-01

Achieving quality in higher education is a complex task involving the interrelationship of many factors. The influence of the teacher is well established and has led to some general principles of good teaching. However, less is known about the extent that specific disciplines influence quality teaching. The purposes of the paper are to investigate how quality teaching is perceived in the sciences and from these perceptions to develop for discussion a framework for teaching practice in the sciences. A New Zealand study explored the views of national teaching excellence award winners in science on quality teaching in undergraduate science. To capture all possible views from this expert panel, a dissensus-recognising Delphi method was used together with sensitising concepts based on complexity and wickedity. The emergent conceptual framework for quality teaching in undergraduate science highlighted areas of consensus and areas where there were a variety of views. About the purposes of science and its knowledge base, there was relative consensus, but there was more variable support for values underpinning science teaching. This highlighted the complex nature of quality teaching in science. The findings suggest that, in addition to general and discipline-specific influences, individual teacher values contribute to an understanding of quality in undergraduate science teaching.

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.

Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

NASA Astrophysics Data System (ADS)

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-11-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

The Effect of Gender on Perception of Case Studies and Performance

ERIC Educational Resources Information Center

Murray, Marlene

2016-01-01

The case study method of teaching uses real-world narratives to teach concepts and content. This method of teaching encourages active learning, which has been shown to have a positive effect on student performance in many disciplines including science. Although more females than males pursue a postsecondary degree, more males than females pursue…

Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

NASA Astrophysics Data System (ADS)

Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

2004-12-01

With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome that swirls around this remarkable arthropod, students are exposed to interactions between the hydrosphere, atmosphere, and geosphere and they examine ways in which climate change can affect this ecosystem.

What is Science Teaching for?

ERIC Educational Resources Information Center

Biggins, David R.; Henderson, Ian

1978-01-01

Explains that understanding of science is vital to effective changes in science education. Discusses Thomas Kuhn's writings on the physical sciences and argues that Kuhn provides a better understanding of science education than do earlier models of science, although Kuhn's model fails to connect science with other social processes and interests.…

Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas

NASA Astrophysics Data System (ADS)

Kind, Vanessa; Morten Kind, Per

2011-10-01

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11-16-year-olds, such as particle theory, change of state, conservation of mass, chemical bonding, mole calculations, and combustion reactions. Data, collected by questionnaire, indicate that despite all PSTs being regarded technically as 'academically well-qualified' for science teaching, biology and physics specialists have more extensive misconceptions than chemists. Two personal characteristics, PSTs' preferences for teaching as a subject 'specialist' or as a 'generalist' teaching all sciences and their self-confidence for working in these two domains, were assessed by responses to Likert-scale statements. Proportionately more biologists tend to be 'super-confident' generalists, while more physicists were specialists anxious about outside specialism teaching. No statistically significant relationships between personal characteristics and misconceptions were found, suggesting that chemistry may be being taught by confident PSTs with poor understandings of basic ideas. Furthermore, these data suggest that attending to PSTs' personal characteristics alongside other components of a teacher's professional knowledge base may contribute to creating more effective science teachers. The paper presents a novel way of considering PSTs' qualities for teaching that offers potential for further research and initial teacher training course development.

Voices of Reform: Infusion of Standards-Based Mathematics and Science Teaching in an Urban District.

ERIC Educational Resources Information Center

Huinker, DeAnn; Coan, Cheryl; Posnanski, Tracy

This study examined the impact of a systemic reform initiative to implement standards-based mathematics and science teaching and learning in one urban school district, noting its effect on teachers, principals, students, and classroom practice. Participants were a sample of elementary and secondary schools involved in the Milwaukee Urban Systemic…

Teaching Kindergarten Students about the Water Cycle through Arts and Invention

ERIC Educational Resources Information Center

Smith, Latisha L.; Samarakoon, Deepanee

2016-01-01

Research evidence for the benefits of arts integration is mounting. The purpose of this study was to determine if integration of the arts was an effective strategy for teaching the water cycle to kindergarten students. The study included lessons that supported both a science and an engineering standard of the Next Generation Science Standards and…

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

ERIC Educational Resources Information Center

Costu, Bayram

2008-01-01

The aim of this study was to investigate effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students…

Preserving Food by Drying. A Math/Science Teaching Manual. Appropriate Technologies for Development. Manual No. M-10.

ERIC Educational Resources Information Center

Fahy, Cynthia; And Others

This manual presents a design for teaching science principles and mathematics concepts through a sequence of activities concentrating on weather, solar food dryers, and nutrition. Part I focuses on the effect of solar energy on air and water, examining the concepts of evaporation, condensation, radiation, conduction, and convection. These concepts…

Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting

ERIC Educational Resources Information Center

Heinrich, Sara; Collins, Belva C.; Knight, Victoria; Spriggs, Amy D.

2016-01-01

Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of…

Early Childhood Teachers' Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Park, Mi-Hwa; Dimitrov, Dimiter M.; Patterson, Lynn G.; Park, Do-Yong

2017-01-01

The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent…

Effect of Inquiry-Based Learning Approach on Student Resistance in a Science and Technology Course

ERIC Educational Resources Information Center

Sever, Demet; Guven, Meral

2014-01-01

The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally…

The Content and Nature of Reflective Teaching: A Case of an Expert Middle School Science Teacher.

ERIC Educational Resources Information Center

Moallem, Mahnaz

1997-01-01

Explores the practical view of reflective teaching as it was revealed in the activities and thinking processes of an expert middle school science teacher. Discusses differences between types of reflection, importance of self-analysis by teachers, effect of social context on reflection, and having the opportunity to reflect. (RS)

A Dynamic Intranet-Based Online-Portal Support for Computer Science Teaching

ERIC Educational Resources Information Center

Iyer, Viswanathan K.

2017-01-01

This paper addresses the issue of effective content-delivery of Computer Science subjects taking advantage of a university intranet. The proposal described herein for teaching a subject like Combinatorics and Graph Theory (CGT) is to supplement lectures with a moderated online forum against an associated intranet portal, which is referred to as a…

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…

Using Blended Learning and Out-of-School Visits: Pedagogies for Effective Science Teaching in the Twenty-First Century

ERIC Educational Resources Information Center

Coll, Sandhya Devi; Coll, Richard Kevin

2018-01-01

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school…

Science teachers teaching socioscientific issues (SSI): Four case studies

NASA Astrophysics Data System (ADS)

Lee, Hyunju

Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on "the participant as ally" and "essentialist portraiture." The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they think is important for students and are developing their own approaches without any contact with the reform efforts. This brings some consequences in their teaching of SSI. Overall, this study suggests that real changes in science education can be achieved only if they are synchronized with individual teachers' deeper motivations.

Investigation of Effective Strategies for Developing Creative Science Thinking

ERIC Educational Resources Information Center

Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R; Lin, Huann-shyang

2016-01-01

The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the…

The Impact of Science Fiction Film on Student Understanding of Science

ERIC Educational Resources Information Center

Barnett, Michael; Wagner, Heather; Gatling, Anne; Anderson, Janice; Houle, Meredith; Kafka, Alan

2006-01-01

Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture…

Changes in Preservice Elementary Teachers' Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

ERIC Educational Resources Information Center

Hechter, Richard P.

2011-01-01

This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary…

Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

ERIC Educational Resources Information Center

Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

2014-01-01

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

Look and SEES

ERIC Educational Resources Information Center

Hillier, Dan

2006-01-01

Primary science in Scotland has got the wind in its sails. The Scottish science education initiative, "Improving Science Education" (ISE) 5-14, has invested millions in professional development (CPD) materials and experiences for science teachers, harnessing and developing their enthusiasm for effective learning and teaching in science.…

Impact Assessment on Teachers of Student-led, Inquiry-based Planetary Science Instruction in Grades 3-8

NASA Astrophysics Data System (ADS)

Bering, E. A., III; Slagle, E. M.; Carlson, C.; Nieser, K.

2015-12-01

The University of Houston is in the process of developing a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model Mars rover. The program is called the Mars Rover Model Celebration (MRC). It focuses on students, teachers in grades 3-8. Students design and build a model of a Mars rover to carry out a student selected science mission on Mars. A total of 195 Mars Rover teachers from the 2012-2013, 2013-2014, and 2014-2015 cohorts were invited to complete the Mars Rover Teacher Evaluation Survey. The survey was administered online and could be taken at the convenience of the participant. A total of 1300 students from the 2013-2014 and 2014-2015 cohort wereinvited to submit self-assessments of their participation in the program. Teachers were asked to rate their current level of confidence in their ability to teach specific topics within the Earth and Life Science realms, as well as their confidence in their ability to implement teaching strategies with their students. The majority of teachers (81-90%) felt somewhat to very confident in their ability to effectively teach concepts related to earth and life sciences to their students. In addition, many of the teachers felt that their confidence in teaching these concepts increased somewhat to quite a bit as a result of their participation in the MRC program (54-88%). The most striking increase in this area was the reported 48% of teachers who felt their confidence in teaching "Earth and the solar system and universe" increased "Quite a bit" as a result of their participation in the MRC program. The vast majority of teachers (86-100%) felt somewhat to very confident in their ability to effectively implement all of the listed teaching strategies. The most striking increases were the percentage of teachers who felt their confidence increased "Quite a bit" as a result of their participation in the MRC program in the following areas: "Getting students interested in and curious about science" (63%); "Teaching science as a co-inquirer with students" (56%); and "Continually find better ways to teach science" (59%). A key finding is that 354/365 responding students in the 2014-2015 cohort report substantial increase in science excitement owing to participation in the program.

Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

Research Methodologies Explored for a Paradigm Shift in University Teaching.

ERIC Educational Resources Information Center

Venter, I. M.; Blignaut, R. J.; Stoltz, D.

2001-01-01

Innovative teaching methods such as collaborative learning, teamwork, and mind maps were introduced to teach computer science and statistics courses at a South African university. Soft systems methodology was adapted and used to manage the research process of evaluating the effectiveness of the teaching methods. This research method provided proof…

Peking Man to Socialist Man: The Teaching of Human Evolution in China.

ERIC Educational Resources Information Center

Swetz, Frank J.

1986-01-01

Examines the content and methodology of the teaching of human evolution in the schools of the People's Republic of China. Reviews the aims and goals of science teaching and their effects on the teaching of evolution. Emphasizes evolution, compatibility with China's political doctrines, and includes illustrations of instructional materials. (ML)

Teachers' perceptions on primary science teaching

NASA Astrophysics Data System (ADS)

Kijkuakul, Sirinapa

2018-01-01

This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.

Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers

NASA Astrophysics Data System (ADS)

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

2013-08-01

This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a "writing in science" program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.

Effects of Web based inquiry on physical science teachers and students in an urban school district

NASA Astrophysics Data System (ADS)

Stephens, Joanne

An inquiry approach in teaching science has been advocated by many science educators for the past few decades. Due to insufficient district funding for science teaching, inadequate science laboratory facilities, and outdated science materials, inquiry teaching has been difficult for many science teachers, particularly science teachers in urban settings. However, research shows that the availability of computers with high speed Internet access has increased in all school districts. This study focused on the effects of inservice training on teachers and using web based science inquiry activities with ninth grade physical science students. Participants were 16 science teachers and 474 physical science students in an urban school district of a large southern U.S. city. Students were divided into control and experimental groups. The students in the experimental group participated in web based inquiry activities. Students in the control group were taught using similar methods, but not web based science activities. Qualitative and quantitative data were collected over a nine-week period using instruments and focus group interviews of students' and teachers' perceptions of the classroom learning environment, students' achievement, lesson design and classroom implementation, science content of lesson, and classroom culture. The findings reported that there were no significant differences in teachers' perception of the learning environment before and after implementing web based inquiry activities. The findings also reported that there were no overall significant differences in students' perceptions of the learning environment and achievement, pre-survey to post-survey, pre-test to post-test, between the control group and experimental group. Additional findings disclosed that students in the experimental group learned in a collaborative environment. The students confirmed that collaborating with others contributed to a deeper understanding of the science content. This study provides insights about utilizing technology to promote science inquiry teaching and learning. This study describes students' and teachers' perceptions of using web based inquiry to support scientific inquiry.

The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

NASA Astrophysics Data System (ADS)

LaFever, Karen M.

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.

Pre-Service Science Teachers' Epistemological Beliefs and Teaching Reforms in Tanzania

ERIC Educational Resources Information Center

Tarmo, Albert

2016-01-01

In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers' beliefs about science knowledge and their teaching practices. Six pre-service science teachers were interviewed to…

Investigating the Self-Perceived Science Teaching Needs of Local Elementary Educators

NASA Astrophysics Data System (ADS)

Carver, Cynthia G.

Elementary teachers in one school system have expressed low self-efficacy teaching science and desire more support teaching science. However, little research has been conducted on how best to meet these teachers' needs. The theories of perceived self-efficacy, social cognition, and behaviorism make up the conceptual framework of this study. The focus of this qualitative project study was on the needs of local elementary educators. These teachers were asked what they felt they needed most to be more effective science educators. The methodology of phenomenology was used in this study in which local elementary teachers were questioned in focus groups regarding their own science teaching efficacy and perceived needs. Using inductive analysis, data were coded for links to discussion questions as well as any additional patterns that emerged. Findings indicated that local elementary teachers desire improved communication among administrators and teachers as well as better science content support and training. Focus group participants agreed that teacher self-efficacy affects the time spent, effort toward, and quality of elementary science education. Using the results of the study, a science mentor program was developed to support the needs of elementary teachers and increase teacher self-efficacy, thus improving local elementary science education. Implications for positive social change include the development and support of elementary science programs in other school systems with the goal of improving science education for elementary students.

Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science †

PubMed Central

Aune, Jeanine Elise; Evans, Lynn Lundy; Boury, Nancy

2018-01-01

The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a way of knowing that is based on observable phenomenon. While discipline-specific coursework teaches the factual information of science, it may fall short on teaching scientific literacy, a key component of which is understanding NOS. We have designed an English course that features nonfiction narratives describing the early days of epidemiology, hygiene awareness, and the current controversy surrounding vaccination. Using a validated assessment of student understanding of NOS, the Student Understanding of Science and Scientific Inquiry (SUSSI), we have determined that this science-themed English composition course was effective in teaching NOS. Student understanding of NOS increased between the beginning and the end of the course in eight of the nine parameters of NOS measured, with the greatest gains in understanding the role of revision and of creativity in science. Our data imply that the course helped students develop a slightly less naïve understanding of the nature of science and its importance in the development and dissemination of scientific ideas and concepts. PMID:29904539

The effects of co-teaching on student test performance and attitudes towards science in high school biology

NASA Astrophysics Data System (ADS)

Cole, Virginia Scott

Reform efforts in response to the inclusion of students with disabilities into general education classrooms have become necessary to shift students' placements into the science classroom. An investigation into the effects of co-teaching in high school biology classrooms was conducted to explore the impact of two models of co-teaching on biology students' achievement and their attitudes towards science. Quantitative data were collected using a diagnostic exam, student chapter test scores, and the Scientific Attitude Inventory II (SAI II) (Moore & Foy, 1997). Additionally, qualitative data were collected from student and teacher interviews, as well as reflections recorded by the general education participating teacher. The study occurred at a predominantly African-American high school in an Alabama city school with approximately 700 students. The population for the study was composed of 62 high school biology students, with 18 of those students placed inclusively in the biology classroom as a result of No Child Left Behind legislation. The participating teachers consisted of one general education biology teacher and one highly qualified, science special education teacher. Twelve students, along with the special education participating teacher, were interviewed and provided qualitative data after completion of the study. The general education teacher provided teacher reflection responses to contribute qualitatively on the impact of co-teaching in high school biology. Quantitative data analysis was performed using descriptive statistics, ANOVA, and paired samples t tests analyses. ANOVA results revealed that there were no changes in student test scores of achievement due to the models of instruction implemented. The implementation of no co-teaching, station teaching, and the one-teaching, one-drifting co-teaching models of instruction did not result in significant changes in students' achievement. Furthermore, paired samples t tests revealed no change in students' attitudes towards science after the study had been completed. Qualitatively, conclusions from the study revealed that implementing the different models of co-teaching may help students improve their daily performance on assignments and assessments other than chapter tests. In addition, students reported positive attitudes towards teacher performance factors and their impact on learning through co-teaching instruction.

Investigation of effective strategies for developing creative science thinking

NASA Astrophysics Data System (ADS)

Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R.; Lin, Huann-shyang

2016-09-01

The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students' creative science thinking.

STEM Integration in Middle School Life Science: Student Learning and Attitudes

NASA Astrophysics Data System (ADS)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Developing android-based science instructional media to improve scientific literacy of junior high school students

NASA Astrophysics Data System (ADS)

Farida, I. I.; Jumadi; Wilujeng; Senam

2018-04-01

The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

ERIC Educational Resources Information Center

Saka, Mehpare; Bayram, Hale; Kabapinar, Filiz

2016-01-01

The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with…

The teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.

PubMed

Wieman, Carl; Gilbert, Sarah

2014-01-01

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices. © 2014 C. Wieman and S. Gilbert. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An analysis of K--5 teachers' beliefs regarding the uses of direct instruction, the discovery method, and the inquiry method in elementary science education

NASA Astrophysics Data System (ADS)

Kowalczyk, Donna Lee

The purpose of this study was to examine K--5 elementary teachers' reported beliefs about the use, function, and importance of Direct Instruction, the Discovery Method, and the Inquiry Method in the instruction of science in their classrooms. Eighty-two teachers completed questionnaires about their beliefs, opinions, uses, and ideas about each of the three instructional methods. Data were collected and analyzed using the Statistical Package of the Social Sciences (SPSS). Descriptive statistics and Chi-Square analyses indicated that the majority of teachers reported using all three methods to varying degrees in their classrooms. Guided Discovery was reported by the teachers as being the most frequently used method to teach science, while Pure Discovery was reportedly used the least frequently. The majority of teachers expressed the belief that a blend of all three instructional methods is the most effective strategy for teaching science at the elementary level. The teachers also reported a moderate level of confidence in teaching science. Students' ability levels, learning styles, and time/class schedule were identified as factors that most influence teachers' instructional choice. Student participation in hands-on activities, creative thinking ability, and developing an understanding of scientific concepts were reported as the learning behaviors most associated with student success in science. Data obtained from this study provide information about the nature and uses of Direct Instruction, the Discovery Method, and the Inquiry Method and teachers' perceptions and beliefs about each method's use in science education. Learning more about the science teaching and learning environment may help teachers, administrators, curriculum developers, and researchers gain greater insights about student learning, instructional effectiveness, and science curriculum development at the elementary level.

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 Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

NASA Astrophysics Data System (ADS)

Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant difference was found, but a large effect size was reported, 14% of variances in efficacy can be accounted for by number of science content hours. A Multiple Linear Regression analysis was conducted to evaluate how total personal efficacy, total outcome expectancy and total teacher efficacy predict student achievement. A significant regression equation was found, with an R2 of .39. The R 2 reflected a high effect size, where 39% of variances in student achievement can be explained by efficacy. Total efficacy of the teacher was a significant predictor of student achievement.

A Week in the Wilderness of the Great Smoky Mountains Institute at Tremont: An Outdoor Science Education Course for Graduate and Undergraduate Students

NASA Astrophysics Data System (ADS)

Radencic, S.; Walker, R. M.; Anthony, K. V.

2014-12-01

Graduate and undergraduate students with an interest in science education complete an intensive three-week "Maymester" course at Mississippi State University that includes one week of field experience teaching science in outdoor environments. The focus of the course includes the history and rationales for interdisciplinary outdoor education and informal learning environments while promoting successful pedagogical practices to enhance science instruction. Students gain valuable outdoor education field experience through a week of full emersion at a residential environmental learning center at the Great Smoky Mountains Institute at Tremont, TN (www.gsmit.org) that challenges perceptions of what many believe are "good teaching" practices. Tremont offers multiple overnight educational options for K-12 schools, teacher professional development programs, master naturalists trainings, and citizen science opportunities to the public. Being fully immersed in the outdoors teaching and learning about Earth Science interdisciplinary topics creates a paradigm shift in what is considered to be effective teaching by the graduate and undergraduate participants. Prior to the week at Tremont, students select a Tremont created outdoor educational activity to teach their fellow the graduate and undergraduate students while at Tremont. All activities promote inquiry and hands-on exploration utilizing authentic science process skills in outdoor field research settings that can also be adapted for local school environments. At Tremont the students reside in platform tents located at the center to allow complete immersion in the culture of informal learning unique to outdoor education. In addition to gaining personal experiences leading outdoor science activities, the college students get to actively observe experts in the field of outdoor ecological education model exemplary pedagogical practices of guided inquiry and effective questioning strategies. The impact of the full emersion field experience gained by class participants will be one that they can implement into a variety of science education settings to enrich understanding of the Geosciences to diverse audiences.

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.

The Effects of Animation Technique on Teaching of Acids and Bases Topics

ERIC Educational Resources Information Center

Dasdemir, Ikramettin; Doymus, Kemal; Simsek, Ümit; Karaçöp, Ataman

2008-01-01

This study has been carried out in order to determine the effect of computer animations in teaching acid and base topics in science and technology courses on the academic success of the primary school students and the opinions of students related to teaching with the animations. This research was conducted by the participation of 55 students from…

Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

ERIC Educational Resources Information Center

Zheng, Changlong; Fu, Lihai; He, Peng

2014-01-01

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system,…

Are Australian Universities Promoting Learning and Teaching Activity Effectively? An Assessment of the Effects on Science and Engineering Academics

ERIC Educational Resources Information Center

Cretchley, Patricia

2009-01-01

The Australian Federal Government and Australian universities have embarked on a bid to raise the profile of learning and teaching (L&T) in universities. Current strategies include increased funding of competitive grants for L&T projects, a wider range of teaching awards and fellowships and a controversial new national competitive Learning…

Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study

ERIC Educational Resources Information Center

Bahr, Damon L.; Monroe, Eula Ewing; Mantilla, Jodi

2018-01-01

This article synthesizes the literature on what it means to teach mathematics and science to ELLs and abstract from it a set of knowledge and skills teachers might need to teach ELLs effectively. To this end, the article brings together the sociocultural and linguistic perspectives identifying three areas of effective teaching practice. One…

Teaching strategies to incorporate genomics education into academic nursing curricula.

PubMed

Quevedo Garcia, Sylvia P; Greco, Karen E; Loescher, Lois J

2011-11-01

The translation of genomic science into health care has expanded our ability to understand the effects of genomics on human health and disease. As genomic advances continue, nurses are expected to have the knowledge and skills to translate genomic information into improved patient care. This integrative review describes strategies used to teach genomics in academic nursing programs and their facilitators and barriers to inclusion in nursing curricula. The Learning Engagement Model and the Diffusion of Innovations Theory guided the interpretation of findings. CINAHL, Medline, and Web of Science were resources for articles published during the past decade that included strategies for teaching genomics in academic nursing programs. Of 135 articles, 13 met criteria for review. Examples of effective genomics teaching strategies included clinical application through case studies, storytelling, online genomics resources, student self-assessment, guest lecturers, and a genetics focus group. Most strategies were not evaluated for effectiveness. Copyright 2011, SLACK Incorporated.

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

NASA Astrophysics Data System (ADS)

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

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

How Often Do Early Childhood Teachers Teach Science Concepts? Determinants of the Frequency of Science Teaching in Kindergarten

ERIC Educational Resources Information Center

Saçkes, Mesut

2014-01-01

The purpose of the present study was to explore how often teachers of young children teach science concepts in kindergarten and examine the factors that influence the frequency of science teaching in early years. A theoretical model of the determinants of the frequency of science teaching in kindergarten was developed and tested using a…

Teaching Children Science. Second Edition.

ERIC Educational Resources Information Center

Abruscato, Joseph

This book focuses on science teaching at the elementary school level. It includes chapters dealing with various science content areas and teaching processes including: (1) what is science; (2) why teach science; (3) process skills as a foundation for unit and lesson planning; (4) how to plan learning units, daily lessons, and assessment…

Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

ERIC Educational Resources Information Center

Oldakowski, Ray; Johnson, Ashley

2018-01-01

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…

How Good Is Our School? Using ICT in Learning and Teaching: Curriculum Area and Subject Appendix. Self-Evaluation Series

ERIC Educational Resources Information Center

Her Majesty's Inspectorate of Education, 2004

2004-01-01

This document contains curriculum areas where information and communications technology (ICT) can be an effective tool in learning and teaching when used by pupils and/or teachers. These include: (1) Art and design; (2) Business education subjects; (3) Biology and science; (4) Chemistry and science; (5) English, English as an additional language…

Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach

ERIC Educational Resources Information Center

Can, Ömer Sinan; Isleyen, Tevfik

2016-01-01

The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is…

Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School

ERIC Educational Resources Information Center

Somakim; Suharman, Andi; Madang, Kodri; Taufiq

2016-01-01

This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is…

Maximizing the Usage of Technology-Enhanced Teaching and Learning of Science and Mathematics in English Program in the Malaysian Secondary Schools System

ERIC Educational Resources Information Center

Luck, Lee Tan; Peng, Chew Fong

2010-01-01

This research is attempting to examine the effectiveness in the application of ICT (information and communication technology) and standardize courseware in ETeMS (English for Teaching Mathematics and Science) or PPSMI (Pengajaran and Pembelajaran Sains and Matematic dalam Bahasa Inggeris) in English program in the Malaysian secondary school…

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…

Teaching Science for Empowerment in an Urban Classroom: A Case Study of a Hmong Teacher

ERIC Educational Resources Information Center

Upadhyay, Bhaskar

2009-01-01

This is a case study of Lee, a Hmong teacher, who reflects on her own schooling experiences in order to develop a culturally sensitive pedagogy based on empowerment and funds of knowledge. The findings indicate that Lee teaches science effectively using culturally sensitive pedagogy--utilizing Hmong students' and parents' funds of knowledge in…

Taking a Scientific Approach to Science Teaching

NASA Astrophysics Data System (ADS)

Pollock, S.

2011-09-01

It is now well-documented that traditionally taught, large-scale introductory science courses often fail to teach our students the basics. In fact, these same courses have been found to teach students things we don't intend. Building on a tradition of research, the physics and astronomy education research communities have been investigating the effects of educational reforms at the undergraduate level for decades. Both within these scientific communities and in the fields of education, cognitive science, psychology, and other social sciences, we have learned a great deal about student learning and environments that support learning for an increasingly diverse population of students. This presentation will discuss a variety of effective classroom practices, (with an emphasis on peer instruction, "clickers," and small group activities), the surrounding educational structures, and examine assessments which indicate when and why these do (and sometimes do not) work. After a broad survey of education research, we will look at some of the exciting theoretical and experimental developments within this field that are being conducted at the University of Colorado. Throughout, we will consider research and practices that can be of value in both physics and astronomy classes, as well as applications to teaching in a variety of environments.

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

NASA Astrophysics Data System (ADS)

Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

2018-01-01

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

Interacting Science through Web Quests

ERIC Educational Resources Information Center

Unal, Ahmet; Karakus, Melek Altiparmak

2016-01-01

The purpose of this paper is to examine the effects of WebQuests on elementary students' science achievement, attitude towards science and attitude towards web supported education in teaching 7th grade subjects (Ecosystems, Solar System). With regard to this research, "Science Achievement Test," "Attitude towards Science Scale"…

Teacher experiences in the use of the "Zoology Zone" multimedia resource in elementary science

NASA Astrophysics Data System (ADS)

Paradis, Lynne Darlene

This interpretive research study explored the experiences of teachers with the use of the Zoology Zone multimedia resource in teaching grade three science. Four generalist teachers used the multimedia resource in the teaching of the Animal Life Cycle topic from the Alberta grade three science program. The experiences of the teachers were examined through individual interviews, classroom visits and group interviews. Three dimensions of the study, as they related to elementary science teaching using the Zoology Zone multimedia resource were examined: (a) technology as a teaching resource, (b) science education and constructivist theory, and (c) teacher learning. In the area of planning for instruction, the teachers found that using the multimedia resource demanded more time and effort than using non-computer resources because of the dependence teachers had on others for ensuring access to computer labs and setting up the multimedia resource to run on school computers. The teachers felt there was value in giving students the opportunity to independently explore the multimedia resource because it captured their attention, included appropriate content, and was designed so that students could navigate through the teaming activities easily and make choices about how to proceed with their own learning. Despite the opportunities for student directed learning, the teachers found that it was also necessary to include some teacher directed learning to ensure that students were learning the mandated curriculum. As the study progressed, it became evident that the teachers valued the social dimensions of learning by making it a priority to include lessons that encouraged student to student interaction, student to teacher interaction, small group and whole class discussion, and peer teaching. When students were engaged with the multimedia resource, the teacher facilitated learning by circulating to each student and discussing student findings. Teachers focussed primarily on the content components of the Alberta science program of studies. They stated that the time allotted for science instruction was insufficient to effectively address the teaching of skills for science inquiry and of the 'big' ideas in science. The teachers stated that they valued inquiry teaching, constructivist teaching and the integration of the Information and Communication Technology (ICT) outcomes but that utilizing these teaching approaches was challenging because of the depth and breadth of the mandated curriculum. It became apparent that science instruction did not meet all the expectations of the mandated science curriculum and that the teachers did not plan for the integration of the ICT outcomes. The teachers in the study stated that they felt that multimedia resources did have a place in the elementary science curriculum and that the ICT outcomes could be achieved as part of science instruction using the Zoology Zone multimedia resource. The study concludes with some implications for teachers, educational policy makers and school administration, related to the use of multimedia resources in the teaching of elementary science and in the teaching of the ICT outcomes.

Performance in Physical Science Education by Dint of Advance Organiser Model of Teaching

ERIC Educational Resources Information Center

Bency, P. B. Beulahbel; Raja, B. William Dharma

2010-01-01

Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching are just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the…

The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching

NASA Astrophysics Data System (ADS)

Strawitz, Barbara M.; Malone, Mark R.

The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science.

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

Learning about Teaching: A Graduate Student's Perspective.

ERIC Educational Resources Information Center

Ambers, Rebecca K. R.

2002-01-01

Describes a seminar course on college science teaching that focuses on the importance of quality teaching, learning styles, teaching reading and writing skills, careers in science teaching, and female- and minority-friendly science. (Contains 14 references.) (YDS)

The Wow-Effect in Science Teacher Education

ERIC Educational Resources Information Center

Kamstrupp, Anne Katrine

2016-01-01

This article explores the "wow-effect" as a phenomenon in science teacher education. Through ethnographic fieldwork at a teachers' college in Denmark, the author encounters a phenomenon enacted in a particular way of teaching that "wows" the students. The students are in the process of becoming natural science/technology and…

Leaving the classroom: a didactic framework for education in environmental sciences

NASA Astrophysics Data System (ADS)

Dopico, Eduardo; Garcia-Vazquez, Eva

2011-06-01

In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore `environmentally-friendly' practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

NASA Technical Reports Server (NTRS)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. 1

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

ERIC Educational Resources Information Center

Avery, Leanne M.; Meyer, Daniel Z.

2012-01-01

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-06-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

75 FR 32508 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-08

... teaching. Noyce recipients may be undergraduates majoring in a science, technology, engineering, or... which Noyce recipients teach, and recipients' plans to teach in high-need schools and to pursue... teacher effectiveness. The methods of data collection will include both primary and secondary data...

Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

ERIC Educational Resources Information Center

Ambusaidi, Abdullah; Al-Farei, Khalid

2017-01-01

A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2013-01-01

This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

ERIC Educational Resources Information Center

Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

2005-01-01

Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

[Educational science, 'the hardest science of all'].

PubMed

van Tartwijk, J; Driessen, E W; van der Vleuten, C P M; Wubbels, T

2012-06-01

Educational research not only showed that student characteristics are of major importance for study success, but also that education does make a difference. Essentially, teaching is about stimulating students to invest time in learning and to use that time as effectively as possible. Assessment, goal-orientated work, and feedback have a major effect. The teacher is the key figure. With the aim to better understand teaching and learning, educational researchers usefindingsfrom other disciplines more and more often. A pitfall is to apply the findings of educational research without taking into consideration the context and the specific characteristics of students and teachers. Because of the large number offactors that influence the results ofeducation, educational science is referred as 'the hardest science of all'.

The Effects of Case-Based Instruction on Undergraduate Biology Students' Understanding of the Nature of Science

NASA Astrophysics Data System (ADS)

Burniston, Amy Lucinda

Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student's understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student's understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.

The effect of explicit, inquiry instruction on freshman college science majors' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Kenyon, Lisa Orvik

Reform efforts have placed strong emphasis on teaching practices that should help students learn about the nature of science. Researchers have examined two general instructional approaches, explicit and implicit, believed to be useful in teaching science. Of these two approaches, researchers emphasize explicit instruction as the more effective approach when enhancing students' views of the scientific endeavor (Abd-El-Khalick & Lederman, 2000; Bell, 2001; Billeh & Hasan, 1975; Carey & Stauss, 1968; Schwartz et al., 2000). Furthermore, recent studies (Schwartz et al ., 2000, 2001) indicate that teaching science inquiry through investigative activities and reflective discussions have demonstrated to be most effective for understanding science. The purpose of this study was to describe the effect of explicit, inquiry instruction on the understanding of freshman college science majors regarding the nature of science. Participants included 74 freshman college science majors, 50 students in the experimental group and 24 students in the control group. The experimental group was exposed to the treatment of the study, which took place in a Succeeding in Science course. The course content included explicit instruction on the nature of science, emphasizing scientific inquiry and the processes that scientists carry out in their work. The course reflected three aspects of inquiry-based science that are discussed in the Inquiry and the National Science Education Standards (2000) which are (1) to learn the principles and concepts of science; (2) to participate in scientific investigations; and (3) to reflect on the epistemology of science. The research design of this study used a pretest-posttest instrument, The Views of Nature of Science Questionnaire Form C (VNOS-C) (Lederman et al., 2001) and an essay paper at the end of the course to assess students' understanding about the nature of science. The results from the VNOS-C were analyzed using analysis of covariance in which the dependent variable was student understanding of science as measured by the posttest, and the covariate was student understanding of nature of science as measured by the pretest. The results indicated that the understanding of the nature of science of freshman college science majors who have participated in explicit, inquiry instruction is statistically greater than the understanding of the nature of science of freshman college science majors who have participated in traditional instruction. The essays provided insight into the apparent increase in student understanding of the nature of science. The results from pretesting and posttesting indicated that a one-semester credit hour course, which focuses directly on teaching about the nature of science can improve freshman science majors' understanding of the nature of science.

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University. The Promoting Climate Literacy course is focused on graduate and undergraduate science students interested in learning how to more effectively communicate climate science, while participating in outreach opportunities with the public. The course has been disseminated through a workshop for faculty at 17 universities.

The Role of Informal Support Networks in Teaching the Nature of Science

NASA Astrophysics Data System (ADS)

Herman, Benjamin C.; Olson, Joanne K.; Clough, Michael P.

2017-06-01

This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

PubMed

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Inquire Learning Effects to Elementary School Students' Nanotechnology Instructions

ERIC Educational Resources Information Center

Chen, Yueh-Yun; Lu, Chow-Chin; Sung, Chia-Chi

2012-01-01

Nanotechnology is an emerging science that involved in different fields. This research inquired elementary school students' learning effect by using quasi-experiment, expositive-teaching and experiential-teaching methods for nanotechnology in the microcosmic world. By utilized the pretest "Nanotechnology Situational Questionnaire (NSQ)",…

Technology for Physics Instruction

ERIC Educational Resources Information Center

Bryan, Joel

2006-01-01

Although technological innovations have the capability to significantly change how scientific investigations are done and greatly enhance the teaching and learning of science, its use is no more effective than any other resource or innovation when researched-based effective teaching practices are not followed. This paper reviews established…

My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education

ERIC Educational Resources Information Center

Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.

2018-01-01

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…

Scientists Interacting With University Science Educators

NASA Astrophysics Data System (ADS)

Spector, B. S.

2004-12-01

Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including about eighteen hours in a natural science. Their doctorates in science education include in-depth understanding of how people construct basic science concepts and ways to mitigate conceptions not consistent with current science. They have learned ways to transform scientific information to various audiences enabling learners to construct meaningful understanding of science phenomena, the nature of science, and its historical and philosophical underpinnings. Lessons learned from current and past innovations will be presented.

Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

NASA Astrophysics Data System (ADS)

Liang, Ling L.; Gabel, Dorothy L.

2005-08-01

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non-equivalent pretest post-test control-group design was employed. Analysis of covariance and repeated-measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included.

A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences

PubMed Central

Eisen, Arri; Eaton, Douglas C.

2017-01-01

How does the United States maintain the highest-quality research and teaching in its professional science workforce and ensure that those in this workforce are effectively trained and representative of national demographics? In the pathway to science careers, the postdoctoral stage is formative, providing the experiences that define the independent work of one’s first faculty position. It is also a stage in which underrepresented minorities (URMs) disproportionately lose interest in pursuing academic careers in science and, models suggest, a point at which interventions to increase proportions of URMs in such careers could be most effective. We present a mixed-methods, case study analysis from 17 years of the Fellowships in Research and Science Teaching (FIRST) postdoctoral program, to our knowledge the largest and longest continuously running science postdoctoral program in the United States. We demonstrate that FIRST fellows, in sharp contrast to postdocs overall, are inclusive of URMs (50% African American; 70% women) and as or more successful in their fellowships and beyond as a comparison group (measured by publication rate, attainment of employment in academic science careers, and eventual research grant support). Analysis of alumni surveys and focus group discussions reveals that FIRST fellows place highest value on the cohort-driven community and the developmental teaching and research training the program provides. PMID:29196426

Emotional Issues in Teaching Science: A Case Study of a Teacher's Views

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos

2004-08-01

Science teaching environments are social environments, and teachers emotions interact with their science teaching in powerful ways. To value the teacher is to value the whole person, not just the intellect. In this paper, a theorization of teacher emotion in science teaching is developed which illustrates the role of emotion in establishing and maintaining self-esteem in science teaching situations. From the standpoint of social-constructionist theory of emotion, it is argued that emotion is a social construction within social relationships. Arising from this view, are the emotions of intellectual excitement, frustration and shame that play a key role in the development of self-esteem. The dynamics of these emotions, in the context of experiences of success and failure, may dispose teachers to act positively or negatively towards science teaching. The theorisation developed is illustrated in the emotional experiences of an elementary school teacher in an early childhood science classroom. These experiences indicate that emotion is constitutive of teaching, and merits greater consideration in science teaching.

Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

NASA Astrophysics Data System (ADS)

Caldwell, Janet E.

The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than the LBS I teachers.

Which Factor, Teaching or Writing, Contributes More to Faculty Development?

ERIC Educational Resources Information Center

Boice, Robert

The effect of a highly-structured faculty development program that focused on improving teaching skills and writing productivity through weekly individual sessions was studied with 16 social sciences faculty. Participants were alternatively assigned to one of four groups that emphasized development in teaching skills, writing productivity, or a…

Aboriginal Students' Achievement in Science Education: The Effect of Teaching Methods

ERIC Educational Resources Information Center

Bourque, Jimmy; Bouchamma, Yamina; Larose, Francois

2010-01-01

Some authors assume that the academic difficulties encountered by Aboriginal students can be partly explained by the discrepancy between teaching methods and Aboriginal learning styles. However, this hypothesis lacks empirical foundations. Using pan-Canadian data, we tried to identify the most efficient teaching methods for Aboriginal students and…

Values of Catholic science educators: Their impact on attitudes of science teaching and learning

NASA Astrophysics Data System (ADS)

DeMizio, Joanne Greenwald

This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.

Raising Test Scores vs. Teaching Higher Order Thinking (HOT): Senior Science Teachers' Views on How Several Concurrent Policies Affect Classroom Practices

ERIC Educational Resources Information Center

Zohar, Anat; Alboher Agmon, Vered

2018-01-01

Purpose: This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements. Background: The study was conducted in the context of three concurrent policies advocating: (a)…

The Use of Edmodo in Creating an Online Learning Community of Practice for Learning to Teach Science

ERIC Educational Resources Information Center

Ekici, Didem Inel

2017-01-01

This study aimed to create an online community of practice by creating a virtual classroom in the Edmodo application and ascertain the opinions of pre-service primary teachers about the effects of Edmodo on their learning to teach science and availability of Edmodo. The research used a case study, which is one method of descriptive research.…

Context Related Curriculum Planning for Science Teaching: A Proposal To Teach Science around the Ozone Problem.

ERIC Educational Resources Information Center

Rioseco, Marilu

This paper reports on the dilution effect of the ozone layer which jeopardizes a section of land in Chile from 53 degrees South latitude to 33 degrees South and the necessity of preparing the population for the possible ecological consequences of an increase in ultraviolet radiation. Scientists in Chile assume part of this task by studying the…

Studies in Teaching: 2002 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, December 2002)

ERIC Educational Resources Information Center

McCoy, Leah P., Ed.

2002-01-01

This document presents the of an annual educational research forum held at Wake Forest University (Winston-Salem, North Carolina) on December 11, 2002. A table of contents and 27 research studies of high school teaching are included. Studies include: Effects of the Earth/Environmental Science Requirement on High School Science Enrollment in North…

The Relative Effects of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning and Argumentation about Sleep Concepts: A Randomized Control Trial

ERIC Educational Resources Information Center

Wilson, Christopher D.; Taylor, Joseph A.; Kowalski, Susan M.; Carlson, Janet

2009-01-01

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only…

Needs assessment of science teachers in secondary schools in Kumasi, Ghana: A basis for in-service education training programs at the Science Resource Centers

NASA Astrophysics Data System (ADS)

Gyamfi, Alexander

The purpose of this study was twofold. First, it identified the priority needs common to all science teachers in secondary schools in Kumasi, Ghana. Second, it investigated the relationship existing between the identified priority needs and the teacher demographic variables (type of school, teacher qualification, teaching experience, subject discipline, and sex of teacher) to be used as a basis for implementing in-service education training programs at the Science Resource Centers in Kumasi Ghana. An adapted version of the Moore Assessment Profile (MAP) survey instrument and a set of open-ended questions were used to collect data from the science teachers. The researcher handed out one hundred and fifty questionnaire packets, and all one hundred and fifty (100%) were collected within a period of six weeks. The data were analyzed using descriptive statistics, content analysis, and inferential statistics. The descriptive statistics reported the frequency of responses, and it was used to calculate the Need Index (N) of the identified needs of teachers. Sixteen top-priority needs were identified, and the needs were arranged in a hierarchical order according to the magnitude of the Need Index (0.000 ≤ N ≤ 1.000). Content analysis was used to analyze the responses to the open-ended questions. One-way analysis of variance (ANOVA) was used to test the null hypotheses of the study on each of the sixteen identified top-priority needs and the teacher demographic variables. The findings of this study were as follows: (1) The science teachers identified needs related to "more effective use of instructional materials" as a crucial area for in-service training. (2) Host and Satellite schools exhibited significant difference on procuring supplementary science books for students. Subject discipline of teachers exhibited significant differences on utilizing the library and its facilities by students, obtaining information on where to get help on effective science teaching, procuring supplementary science books for students, and developing greater understanding of child psychology. Teaching experience exhibited significant difference on developing a greater understanding of learning psychology. (3) The majority of the science teachers (55%) have not participated in any form of an in-service training program. (4) The majority of the science teachers (about 65%) are satisfied with their job as science teachers. (5) The majority of the science teachers (60%) are not satisfied with the use of Science Resource Center for teaching. A major implication of the study is that science teachers using the Science Resource Centers for teaching should be paid teaching allowances. It is also recommended that the Ghana Education Service (GES) should create a center for distribution and repairs of laboratory equipment of the Science Resource Centers. Five studies are suggested for future research.

Inquiry Coaching: Scientists & Science Educators Energizing the Next Generation

NASA Astrophysics Data System (ADS)

Shope, R. E.; Alcantara Valverde, L.

2007-05-01

A recent National Academy of Sciences report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Laboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term "Arctica Science Research" to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolcanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

NQRY Coaching: Scientists and Science Educators Energizing the Next Generation

NASA Astrophysics Data System (ADS)

Shope, R. E.

2007-12-01

A recent National Academy of Science report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Collaboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term Arctica Science Research to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolvanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

The Context of Demarcation in Nature of Science Teaching: The Case of Astrology

NASA Astrophysics Data System (ADS)

Turgut, Halil

2011-05-01

The aim of developing students' understanding of the nature of science [NOS] has been considered an important aspect of science education. However, the results of previous research indicate that students of various ages and even teachers possess both inaccurate and inappropriate views of the NOS. Such a failure has been explained by the view that perceptions about the NOS are well assimilated into mental structures and resistant to change. Further, the popularization of pseudoscience by the media and the assimilation of pseudoscience into previously established scientific fields have been presented as possible reasons for erroneous popular perceptions of science. Any teaching intervention designed to teach the NOS should first provoke individuals to expose their current ideas in order to provide them the chance to revise or replace these conceptual frameworks. Based on these assumptions, the aim of this study was to determine whether a teaching context based on the issue of demarcation would provide a suitable opportunity for exposing and further developing the NOS understandings of individuals enrolled in a teacher education course. Results indicate that a learning intervention based on the issue of demarcation of science from pseudoscience (in the specific case of astrology) proved an effective instructional strategy, which a majority of teacher candidates claimed to plan to use in their future teachings.

Effective, Active Learning Strategies for the Oceanography Classroom

NASA Astrophysics Data System (ADS)

Dmochowski, J. E.; Marinov, I.

2014-12-01

A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers

NASA Astrophysics Data System (ADS)

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.

Effective Pedagogy in Social Sciences. Educational Practices Series-23

ERIC Educational Resources Information Center

Sinnema, Claire; Aitken, Graeme

2012-01-01

This booklet is a synthesis of research on social sciences teaching that has been shown to have a positive effect on a range of desirable student outcomes: cognitive, skills, participatory and affective outcomes. Education in the social sciences plays an important role in developing students' sense of identity and influencing the ways in which…

Evaluation of the Correlated Science and Mathematics Professional Development Model, 2009-2010 Cohort

ERIC Educational Resources Information Center

Morlier, Rebecca

2012-01-01

The purpose of this paper is to evaluate the effectiveness of the 2009-2010 iteration of the Correlated Science and Mathematics (CSM) professional development program which provides teachers and principals experience with integrated and effective science and mathematics teaching strategies and content. Archival CSM data was analyzed via mixed…

A longitudinal investigation of the preservice science teachers' beliefs about science teaching during a science teacher training programme

NASA Astrophysics Data System (ADS)

Buldur, Serkan

2017-01-01

The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants were composed of 76 preservice teachers, and the DASTT-C was used as the data collection tool. As a result of the study, it was determined that the students had conventional teaching beliefs after the first years of the teacher training programme. Moreover, the mental teaching styles of preservice teachers about the science teaching were found to undergo changes throughout their undergraduate education. Participants' beliefs about conventional teaching started to change, especially after they first took a science method course in their third year and their beliefs shifted towards student-centred teaching. Implications for science teacher training programmes were also addressed.

Organization and Implementation of a University-Wide Collaboration for Advancing Teaching Technology and Science in Public Schools

NASA Astrophysics Data System (ADS)

Regens, N.; Hall-Wallace, M. K.

2003-12-01

The University of Arizona's Collaboration for the Advancement of Teaching Technology and Science (CATTS) was formed 4 years ago for the purpose of teaming university graduate and undergraduate science students with local K-12 teachers to enhance science teaching at all grade levels. This NSF-funded GK-12 program has been remarkably successful at training university students to use exemplary science education materials and to enable them to work within the culture of K-12 classrooms. The program relies on the formation and maintainence of a respectful, robust, and mutually beneficial relationship between the university and Tucson area school districts, school principals, and schoolteachers. This paper explores the process we have used and are using to build and maintain a partnership between two very diverse cultures: the K-12 culture and the university's research-based culture. The CATTS program links University of Arizona outreach projects with schools, trains CATTS Fellows on current educational pedagogical thinking, and provides a means of evaluating the teaching effectiveness of CATTS Fellows. The presentation will describe the strategies and techniques for building and maintaining alliances and creating ownership of the CATTS programs by school districts, school administrators, and teachers. We will also describe recruiting and training practices and various corrective actions we have taken to improve the program over its lifetime. The CATTS program provides an effective outreach tool for educational programs in geophysics, marine biology and oceanography, climatology, hydrology, and space physics and astronomy, to name a few. As such it is an example of a core outreach program that can be used at research universities, national research facilities, or non-research oriented colleges. The program also provides an effective way to train future teaching professors and scientists to effectively participate in formal and informal education and public outreach programs.

Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

ERIC Educational Resources Information Center

Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

2013-01-01

This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

Using ICT-Supported Narratives in Teaching Science and Their Effects on Middle School Students

ERIC Educational Resources Information Center

Ekici, Fatma Taskin; Pekmezci, Sultan

2015-01-01

Effective and sustainable science education is enriched by the use of visuals, auditory, and tactile experiences. In order to provide effective learning, instruction needs to include multimodal approaches. Integrating ICT supported narrations into learning environments may provide effective and sustainable learning methods. Investigated in this…

A "CASE" Study on Developing Science Communication and Outreach Skills of University Graduate Student Researchers in Alaska

NASA Astrophysics Data System (ADS)

Tedesche, M. E.; Conner, L.

2015-12-01

Well rounded scientific researchers are not only experts in their field, but can also communicate their work to a multitude of various audiences, including the general public and undergraduate university students. Training in these areas should ideally start during graduate school, but many programs are not preparing students to effectively communicate their work. Here, we present results from the NSF-funded CASE (Changing Alaska Science Education) program, which was funded by NSF under the auspices of the GK-12 program. CASE placed science graduate students (fellows) in K-12 classrooms to teach alongside of K-12 teachers with the goal of enhancing communication and teaching skills among graduate students. CASE trained fellows in inquiry-based and experiential techniques and emphasized the integration of art, writing, and traditional Alaska Native knowledge in the classroom. Such techniques are especially effective in engaging students from underrepresented groups. As a result of participation, many CASE fellows have reported increased skills in communication and teaching, as well as in time management. These skills may prove directly applicable to higher education when teaching undergraduate students.

A theoretical understanding of the literature on student voice in the science classroom

NASA Astrophysics Data System (ADS)

Laux, Katie

2018-01-01

Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom.

Methods and Strategies:Students as Authors

ERIC Educational Resources Information Center

Varelas, Maria; Pappas, Christine C.; Kokkino, Sofia; Ortiz, Ibett

2008-01-01

Are you looking for ways to effectively integrate--and assess--science and literacy learning? Try having your students create their own books! The Integrated Science Literacy Enactments (ISLE) approach to teaching and learning science is one way to develop students' science understandings while simultaneously enhancing their communication skills.…

Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

2014-11-01

In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

Newly qualified teachers' visions of science learning and teaching

NASA Astrophysics Data System (ADS)

Roberts, Deborah L.

2011-12-01

This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a science methods course. The methods course studied here emphasized reform-based practices, science as inquiry, culturally responsive teaching, scientific discourse, and integration of science with technology and other disciplines. Participants' writings and interview responses articulated visions of science learning and teaching that included aspects of reform-based practices. Some participants intentionally incorporated and implemented reform-based strategies in field placements during the methods course and student teaching. The strands of scientific proficiency were evident in activities, assignments and participants' interviews in varying degrees.

The ABCs of an evolutionary education science: The academic, behavioral, and cultural implications of an evolutionary approach to education theory and practice

NASA Astrophysics Data System (ADS)

Kauffman, Rick, Jr.

Calls for improving research-informed policy in education are everywhere. Yet, while there is an increasing trend towards science-based practice, there remains little agreement over which of the sciences to consult and how to organize a collective effort between them. What Education lacks is a general theoretical framework through which policies can be constructed, implemented, and assessed. This dissertation submits that evolutionary theory can provide a suitable framework for coordinating educational policies and practice, and can provide the entire field of education with a clearer sense of how to better manage the learning environment. This dissertation explores two broad paths that outline the conceptual foundations for an Evolutionary Education Science: "Teaching Evolution" and "Using Evolution to Teach." Chapter 1 introduces both of these themes. After describing why evolutionary science is best suited for organizing education research and practice, Chapter 1 proceeds to "teach" an overview of the "evolutionary toolkit"---the mechanisms and principles that underlie the modern evolutionary perspective. The chapter then employs the "toolkit" in examining education from an evolutionary perspective, outlining the evolutionary precepts that can guide theorizing and research in education, describing how educators can "use evolution to teach.". Chapters 2-4 expand on this second theme. Chapters 2 and 3 describe an education program for at-risk 9th and 10th grade students, the Regents Academy, designed entirely with evolutionary principles in mind. The program was rigorously assessed in a randomized control design and has demonstrated success at improving students' academic performance (Chapter 2) and social & behavioral development (Chapter 3). Chapter 4 examines current teaching strategies that underlie effective curriculum-instruction-assessment practices and proposes a framework for organizing successful, evidence-based strategies for neural-/cognitive-focused learning goals. Chapter 5 explores the cognitive effects that "teaching evolution" has on the learner. This chapter examines the effects that a course on evolutionary theory has on university undergraduate students in understanding and applying evolution and how learning the evolutionary toolkit affects critical thinking skills and domain transfer of knowledge. The results demonstrate that a single course on evolutionary theory increases students' acceptance and understanding of evolution and science, and, in effect, increases critical thinking performance.

Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

ERIC Educational Resources Information Center

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-01-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations towards Direct and Inquiry Instructional Approaches

ERIC Educational Resources Information Center

Sahingoz, Selcuk

2017-01-01

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective…

Professional Journals as a Source of PCK for Teaching Nature of Science: An Examination of Articles Published in The Science Teacher (TST) (an NSTA Journal), 1995-2010

NASA Astrophysics Data System (ADS)

Aydın, Sevgi; Demirdöğen, Betül; Muslu, Nilay; Hanuscin, Deborah L.

2013-10-01

A number of science education policy documents recommend that students develop an understanding of the enterprise of science and the nature of science (NOS). Despite this emphasis, there is still a gap between policy and practice. Teacher professional literature provides one potential venue for bridging this gap, by providing “activities that work” (Appleton in elementary science teacher education: International perspectives on contemporary issues and practice. Lawrence Erlbaum Associates, Mahwah, NJ, 2006) that can scaffold teachers’ developing pedagogical content knowledge (PCK) for teaching NOS. We analyzed articles published in the NSTA journal The Science Teacher (1995-2010) in terms of the degree to which they provide appropriate model activities and specific information that can support the development of teachers’ PCK for teaching NOS. Our analysis revealed a diversity of NOS aspects addressed by the authors and a wide range of variation in the percent of articles focused on each aspect. Additionally, we found that few articles provided robust information related to all the component knowledge bases of PCK for NOS. In particular, within the extant practitioner literature, there are few models for teaching the aspects of NOS, such as the function and nature of scientific theory. Furthermore, though articles provided information relevant to informing teachers’ knowledge of instructional strategies for NOS, relevant information to inform teachers’ knowledge of assessment in this regard was lacking. We provide recommendations for ways in which the practitioner literature may support teachers’ teaching of NOS through more robust attention to the types of knowledge research indicates are needed in order to teaching NOS effectively.

Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

NASA Astrophysics Data System (ADS)

Davis, Brian L.

Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

Examining the Effects of Integrated Science, Engineering, and Nonfiction Literature on Student Learning in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Tank, Kristina Maruyama

In recent years there has been an increasing emphasis on the integration of multiple disciplines in order to help prepare more students to better address the complex challenges they will face in the 21st century. Exposing students to an integrated and multidisciplinary approach will help them to better understand the connections between subjects instead of as individual and separate subjects. Science, Technology, Engineering and Mathematics (STEM) Integration has been suggested as an approach that would model a multidisciplinary approach while also offering authentic and meaningful learning experiences to students. However, there is limited research on STEM integration in the elementary classroom and additional research is needed to better define and explore the effects of this integration for both students and science educators. With the recent recommendations for teaching both science and engineering in elementary classrooms (NRC, 2012), two common models include teaching science through inquiry and teaching science through engineering-design pedagogies. This study will explore both of these models as it seeks to better understand one piece of the larger issue of STEM and STEM integration by examining how the integration of science, engineering, and nonfiction literature affects students learning in elementary classrooms. This study employed an embedded mixed methods design to measure the effects of this integration on student learning in four fifth grade classrooms from the same elementary school. The findings revealed that the students who participated in the nonfiction reading instruction that was integrated with their science instruction showed a greater increase in all measures of student learning in both science and reading when compared to the control students. The findings from the integrated science, engineering and nonfiction literature revealed similar findings with the treatment students showing a greater increase in the measures of student learning in all three of the content areas. These results suggest that integrating nonfiction literature with science or science and engineering instruction can be an effective strategy in improving student learning in elementary classrooms.

With a New Lens: How Partnering Impacts Teachers' Views of and Approaches to Teaching Science.

ERIC Educational Resources Information Center

Bainer, Deborah L.

The Partnering for Elementary Environmental Science program provides a professional development model to improve elementary science education. The program pairs teachers with science content experts and instructs the partnership teams in the pedagogy essential for effective inquiry science. This paper reports a year-long qualitative study of nine…

Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of assessment instruments, students' creativity, and students' self-assessment skills. Finally, transformational teachers maintained integration of performance assessment practices through sustaining teacher support networks, engaging in professional development programs, and reflecting upon past personal and professional experiences related to teaching, learning and assessment. Salient conflicts overcome or minimized by transformational teachers include the conflict between assessment scoring and grading issues, validity and reliability concerns about the performance assessment tasks used, and the difficulty for teachers to consistently provide public criteria to students before task administration.

"You Have to Give Them Some Science Facts": Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses about Science Teaching and about Primary Teaching

ERIC Educational Resources Information Center

Danielsson, Anna T.; Warwick, Paul

2014-01-01

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on…

Reflective Pathways: Analysis of an Urban Science Teaching Field Experience on Noyce Scholar-Science Education Awardees' Decisions to Teach Science in a High-Need New York City School

ERIC Educational Resources Information Center

Bischoff, Paul; French, Paul; Schaumloffel, John

2014-01-01

Awardees of the National Science Foundation's Noyce Scholars funds are required to teach science in high-need urban or rural school districts upon graduation. The purpose of this research was to analyze the reflective considerations that distinguish preservice Noyce Scholar science education majors committed to teaching in high-need New York City…

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Preparing Graduate Teaching Assistant's to Teach Introduction Geosciences in the 21st Century

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

Effective teaching requires in-depth content knowledge and pedagogical understanding of the subject. Most graduate teaching assistants (GTAs) are well prepared in content, they often lack pedagogical knowledge needed to teach undergraduate students. There are no consistent, nationwide standards for preparing GTAs in the delivery of high quality instruction in the Geosciences. Without formal training on strategies to engage students in active learning, GTA's often implement a traditional approach to teaching science modeled on their own learning experiences. In the Department of Geological and Environmental Sciences at CSU Chico, every semester approximately 700 undergraduate students enroll in GE courses with required lab sections taught by GTAs. Classroom observations completed by faculty members often reveal that GTAs have a good understanding of the content, but remain entrenched in traditional approaches to teaching science. Classroom observers commonly report on the lack of undergraduate student engagement, or the instructor's inability to ask skillful questions. We view this not as a shortcoming of the GTA, but as a weakness of their preparation. This study examines the outcomes of GTA's learning in a science teaching methods course offered in Spring 2008. This one unit pilot-course was designed to introduce reformed teaching practices to GTAs. In addition to addressing the mechanics of teaching, the course focused on six areas of instruction that were identified by faculty and GTAs as important areas for improvement. Faculty instructors completed classroom visits then met with GTAs to debrief and determine numerical rankings in the areas of reform teaching practices. Rankings helped GTAs select three of the six areas of instruction as goals for the rest of the semester. In the 14th week of class, GTAs ranked themselves again. In most cases, rankings assigned early in the course by GTAs and faculty instructors were within 0.5 points (on a 4 point scale) of each other. GTA improvements of reformed teaching practices were as much as 2.5 points higher than the initial rankings, with average improvement of 0.76 points. These outcomes led to implementation of a more in- depth course for GTA's in the form of a three- unit science teaching methods course for Fall 2008.

Effective Teaching Results in Increased Science Achievement for All Students

ERIC Educational Resources Information Center

Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.

2007-01-01

This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…

Structured Communication: Effects on Teaching Efficacy of Student Teachers

ERIC Educational Resources Information Center

Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.

2009-01-01

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived…

Influencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A Longitudinal Case Study

ERIC Educational Resources Information Center

McKinnon, Merryn; Lamberts, Rod

2014-01-01

The science teaching self-efficacy beliefs of primary school teachers influence teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influences the science teaching self-efficacy beliefs of pre-service and in-service primary school…

Affecting Primary Science: A Case from the Early Years.

ERIC Educational Resources Information Center

Watts, Mike; Walsh, Amanda

1997-01-01

Claims that there is a "down-drift" in the teaching of science, with even preschools now obligated to teach science content. Investigates (through one teacher's diary) how primary teachers interact with scientific teachings and how they can best be inducted into the teaching and learning of science. Concludes that incorporating personal…

A Comparative Laboratory Study of the Effects of Two Teaching Patterns on Certain Aspects of the Behavior of Students in Fifth Grade Science.

ERIC Educational Resources Information Center

Shymansky, James Andrew

Student behaviors associated with two sets of learning conditions in a fifth grade science program were investigated. The effects of student-structured learning of science (SSLS) and teacher-structured learning in science (TSLS) on classroom behaviors of the students were analyzed. Observational data of student behavior were collected daily by a…

The Attitude of the Students towards the Value of "Paying Attention to Being Healthy" in 4th Grade Elementary Social Sciences Course

ERIC Educational Resources Information Center

Tahiroglu, Mustafa; Cetin, Turhan

2012-01-01

This study was aimed to define the teaching of the value of "Paying Attention to Being Healthy" in 4th grade elementary Social Sciences course and to determine the students' attitude towards this value. To reach this goal, activities to teach the value of paying attention to being healthy were prepared and conducted. The effect of these…

Teaching Planetary Sciences in Bilingual Classrooms

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

1993-05-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. It also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80% feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K--3 and 38 minutes per day in 4--6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona.

Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.

ERIC Educational Resources Information Center

Nelson, Craig E.

1996-01-01

Asserts that traditional teaching methods are unintentionally biased towards the elite and against many non-traditional students. Outlines several easily accessible changes in teaching methods that have fostered dramatic changes in student performance with no change in standards. These approaches have proven effective even in the fields of…

Turkish Preservice Elementary Science Teachers' Conceptions of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?

ERIC Educational Resources Information Center

Bahcivan, Eralp; Kapucu, Serkan

2014-01-01

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs…

Investigating How Nontraditional Elementary Pre-service Teachers Negotiate the Teaching of Science

NASA Astrophysics Data System (ADS)

Shelton, Mythianne

This qualitative study was designed to investigate the influences on nontraditional preservice teachers as they negotiated the teaching of science in elementary school. Based upon a sociocultural theoretical framework with an identity-in-practice lens, these influences included beliefs about science teaching, life experiences, and the impact of the teacher preparation program. The study sample consisted of two nontraditional preservice teachers who were student teaching in an elementary classroom. Data, collected over a five-month period, included in-depth individual interviews, classroom observations, audio recordings, and reviews of documentations. Interviews focused on the participants' beliefs relating to the teaching of science, prior experiences, and their teacher preparation program experiences relating to the teaching of science. Classroom observations provided additional insights into the classroom setting, participants' teaching strategies, and participants' interactions with the students and cooperating teacher. A whole-text analysis of the interview transcripts, observational field notes, audio recordings and documents generated eight major categories: beliefs about science teaching, role of family, teaching science in the classroom, teacher identity, non-teacher identity, relationships with others, discourses of classroom teaching, and discourses of teachers. The following significant findings emerged from the data: (a) the identity of nontraditional student teachers as science teachers related to early life experiences in science classes; (b) the identity of nontraditional student teachers as science teachers was influenced by their role as parents; (c) nontraditional student teachers learned strategies that supported their beliefs about inquiry learning; and (d) nontraditional student teachers valued the teacher preparation program support system. The results from this qualitative study suggest that sociocultural theory with an identity-in-practice lens provides a theoretical framework for understanding the influences that affect why nontraditional preservice teachers select strategies to teach science in the elementary classroom.

A Study of Micro-Teaching in the Preservice Education of Science Teachers.

ERIC Educational Resources Information Center

Goldwaite, Daniel Thaddeus

The effectiveness of microteaching techniques for improving presentation of science demonstrations by perspective science teachers was investigated. Three groups of students of ten members each were randomly selected from professional education courses for science teachers. Group A students presented two trials of two different demonstrations.…

In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators

ERIC Educational Resources Information Center

Brusca-Vega, Rita; Alexander, Jan; Kamin, Colleen

2014-01-01

Collaborative professional development of science and special educators leads to improved access and inclusion of students with disabilities. Yet, despite poor science achievement of students with disabilities, their increasing presence in general education science classrooms, and research that demonstrates effective teaching strategies for…

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education

ERIC Educational Resources Information Center

Kenny, John Daniel; Hobbs, Linda; Herbert, Sandra; Chittleborough, Gail; Campbell, Coral; Jones, Mellita; Gilbert, Andrew; Redman, Christine

2014-01-01

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships…

Writing Science in Hard Times

ERIC Educational Resources Information Center

McClellan, Michael; Myelle-Watson, Dawn; Peters, Brad; Spears, Debora; Wellen, David

2012-01-01

To teach science writing effectively, scholars encourage combining writing to learn with applications of the science writing heuristic. How teachers learn to do so remains under-examined. This essay follows a cohort of ninth-grade science teachers who collaborated in a project to develop, test, and revise such a combination of writing prompts for…

Content Analysis of Science Teacher Representations in Google Images

ERIC Educational Resources Information Center

Bergman, Daniel

2017-01-01

Teacher images can impact numerous perceptions in educational settings, as well as through popular media. The portrayal of effective science teaching is especially challenging to specify, given the complex nature of science inquiry and other standards-based practices. The present study examined the litany of representations of science teachers…

Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

PubMed

Kramer, Maxwell; Olson, Dalay; Walker, J D

2018-06-01

Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.

Teaching Ethics in Science.

ERIC Educational Resources Information Center

Reiss, Michael

1999-01-01

Summarizes arguments for and against teaching ethics within science education, and clarifies what might be the several aims of teaching ethics in science. Discusses how ethics instruction might be incorporated into the science curriculum. (Contains 120 references.) (WRM)

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.

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.

Designing Infographics to support teaching complex science subject: A comparison between static and animated Infographics

NASA Astrophysics Data System (ADS)

Hassan, Hesham Galal

This thesis explores the proper principles and rules for creating excellent infographics that communicate information successfully and effectively. Not only does this thesis examine the creation of Infographics, it also tries to answer which format, Static or Animated Infographics, is the most effective when used as a teaching-aid framework for complex science subjects, and if compelling Infographics in the preferred format facilitate the learning experience. The methodology includes the creation of infographic using two formats (Static and Animated) of a fairly complex science subject (Phases Of The Moon), which were then tested for their efficacy as a whole, and the two formats were compared in terms of information comprehension and retention. My hypothesis predicts that the creation of an infographic using the animated format would be more effective in communicating a complex science subject (Phases Of The Moon), specifically when using 3D computer animation to visualize the topic. This would also help different types of learners to easily comprehend science subjects. Most of the animated infographics produced nowadays are created for marketing and business purposes and do not implement the analytical design principles required for creating excellent information design. I believe that science learners are still in need of more variety in their methods of learning information, and that infographics can be of great assistance. The results of this thesis study suggests that using properly designed infographics would be of great help in teaching complex science subjects that involve spatial and temporal data. This could facilitate learning science subjects and consequently impact the interest of young learners in STEM.

Contributions of Science Principles to Teaching: How Science Principles Can Be Used

ERIC Educational Resources Information Center

Henson, Kenneth T.

1974-01-01

Describes the steps involved in using the "principles" approach in teaching science, illustrates the process of using science principles with an example relating to rock formation, and discusses the relevance of this approach to contemporary trends in science teaching. (JR)

Exploring the Place of Exemplary Science Teaching. This Year in School Science 1993.

ERIC Educational Resources Information Center

Haley-Oliphant, Ann E., Ed.

Exemplary science teaching is an experience that fosters wonder, excitement, and risk-taking. This book presents essays which attempt to describe the culture of classrooms of exemplary science teachers. Chapter titles are: "Exploring the Place of Exemplary Science Teaching" (Ann E. Haley-Oliphant); "The Voices of Exemplary Science Teachers" (Ann…

Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom

ERIC Educational Resources Information Center

Krajcik, Joe

2015-01-01

Science teaching and learning in the United States are at a pivotal point. "A Framework for K-12 Science Education" (NRC 2012b) and the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013) shift science educators' focus from simply teaching science ideas to helping students figure out phenomena and…

Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science

ERIC Educational Resources Information Center

Herman, Benjamin C.; Feldman, Allan; Vernaza-Hernandez, Vanessa

2017-01-01

Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers' knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were…

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2018-01-01

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

Journal Article: Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers

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

Morrison, Judith A.; Estes, Jeffrey C.

Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists. Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices were collected through interviews, surveys, and classroom observations. The findings show that the professional development experience was positive, although one concern expressed by teachers was their lack of understanding of the scientists’ vocabulary. Using scientists and real-world scenarios was shown to be an effective strategy for encouraging middle school teachers to teach science as a process and help them strengthen their science content understanding.

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

The Effect of Using the History of Sciences on Conceptual Understanding and Intrinsic Motivation

ERIC Educational Resources Information Center

Blizak, Djanette

2017-01-01

This study investigates the effect of using the history of science in teaching geometrical optics on the motivation and conceptual understanding of first year university students. For this purpose, 54 students were randomly selected, then divided into two groups: the experimental group was taught by using history of science before traditional…

The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers' Science Process Skill

ERIC Educational Resources Information Center

Karacop, Ataman; Diken, Emine Hatun

2017-01-01

The purpose of this study is to investigate the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students' cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods. The…

The Effectiveness of Three Experiential Teaching Approaches on Student Science Learning in Fifth-Grade Public School Classrooms.

ERIC Educational Resources Information Center

Powell, Kristin; Wells, Marcella

2002-01-01

Compares the effects of three experiential science lessons in meeting the objectives of the Colorado model content science standards. Uses Kolb's (1984) experiential learning model as a framework for understanding the process by which students engage in learning when participating in experiential learning activities. Uses classroom exams and…

Mars Rover Curriculum: Impact Assessment and Evaluation

NASA Astrophysics Data System (ADS)

Bering, E. A., III; Carlson, C.; Nieser, K.; Slagle, E. M.; Jacobs, L. T.; Kapral, A. J.

2014-12-01

The University of Houston is in the process of developing a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model Mars rover: the Mars Rover Model Celebration (MRC). It focuses on students, teachers and parents in grades 3-8. Students design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. A total of 140 Mars Rover teachers from the 2012-2013 and 2013-2014 cohorts were invited to complete the Mars Rover Teacher Evaluation Survey. The survey was administered online and could be taken at the convenience of the participant. So far ~40 teachers have participated with responses still coming in. A total of 675 students from the 2013-2014 cohort were invited to submit brief self-assessments of their participation in the program. Teachers were asked to rate their current level of confidence in their ability to teach specific topics within the Earth and Life Science realms, as well as their confidence in their ability to implement teaching strategies with their students. The majority of teachers (81-90%) felt somewhat to very confident in their ability to effectively teach concepts related to earth and life sciences to their students. In addition, many of the teachers felt that their confidence in teaching these concepts increased somewhat to quite a bit as a result of their participation in the MRC program (54-88%). The most striking increase in this area was the reported 48% of teachers who felt their confidence in teaching "Earth and the solar system and universe" increased "Quite a bit" as a result of their participation in the MRC program. The vast majority of teachers (86-100%) felt somewhat to very confident in their ability to effectively implement all of the listed teaching strategies. The most striking increases were the percentage of teachers who felt their confidence increased "Quite a bit" as a result of their participation in the MRC program in the following areas: "Getting students interested in and curious about science" (63%); "Teaching science as a co-inquirer with students" (56%); and "Continually find better ways to teach science" (59%). Student outcome analysis is pending correlation with final progress reports for the participating students.

The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

NASA Astrophysics Data System (ADS)

Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

Children's Questions and Science Teaching: An Alternative Approach. [and] Floating and Sinking: Some Teaching Suggestions. Learning in Science Project (Primary). Working Paper No. 117 [February 1984 and November 1983 Versions].

ERIC Educational Resources Information Center

Biddulph, Fred; Osborne, Roger

Two booklets were developed by the Learning in Science Project (Primary)--LISP(P)--to help teachers adopt an approach to primary science teaching which would enhance children's understanding of floating and sinking. Both booklets were designed to enable teachers to reconceptualize their teaching task from activity-driven, didactic teaching to…

In-Service Turkish Elementary and Science Teachers' Attitudes toward Science and Science Teaching: A Sample from Usak Province

ERIC Educational Resources Information Center

Turkmen, Lutfullah

2013-01-01

The purpose of this study is to reveal Turkish elementary teachers' and science teachers' attitudes toward science and science teaching. The sample of the study, 138 in-service elementary level science teachers from a province of Turkey, was selected by a clustered sampling method. The Science Teaching Attitude Scale-II was employed to measure the…

Mars Rover Curriculum: Teacher Self Reporting of Increased Frequency and Confidence in their Science and Language Arts Instruction

NASA Astrophysics Data System (ADS)

Bering, E. A.; Carlson, C.; Nieser, K.; Slagle, E.

2013-12-01

The University of Houston is in the process of developing a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model Mars rover. The program is called the Mars Rover Model Celebration (MRC). It focuses on students, teachers and parents in grades 3-8. Students design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. A total of 65 Mars Rover teachers from the 2012-2013 cohort were invited to complete the Mars Rover Teacher Evaluation Survey. The survey was administered online and could be taken at the convenience of the participant. In total, 29 teachers participated in the survey. Teachers were asked to rate their current level of confidence in their ability to teach specific topics within the Earth and Life Science realms, as well as their confidence in their ability to implement teaching strategies with their students. In addition, they were asked to rate the degree to which they felt their confidence increased in the past year as a result of their participation in the MRC program. The majority of teachers (81-90%) felt somewhat to very confident in their ability to effectively teach concepts related to earth and life sciences to their students. In addition, many of the teachers felt that their confidence in teaching these concepts increased somewhat to quite a bit as a result of their participation in the MRC program (54-88%). The most striking increase in this area was the reported 48% of teachers who felt their confidence in teaching 'Earth and the solar system and universe' increased 'Quite a bit' as a result of their participation in the MRC program. The vast majority of teachers (86-100%) felt somewhat to very confident in their ability to effectively implement all of the listed teaching strategies. In addition, the vast majority reported believing that their confidence increased somewhat to quite a bit as a result of their participation in the MRC program (81-96%). The most striking increases were the percentage of teachers who felt their confidence increased 'Quite a bit' as a result of their participation in the MRC program in the following areas: 'Getting students interested in and curious about science' (63%); 'Teaching science as a co-inquirer with students' (56%); and 'Continually find better ways to teach science' (59%). The areas where teachers reported the least amount of increase were those related to: Fostering student reading comprehension skills during science instruction and learning and integrating reading language arts into my science teaching. This outcome, however, is not surprising as many teachers reported not implementing the language arts, comprehension and vocabulary aspects of the program. The program training for last year did not explicitly cover the language arts components in detail or with support.

Use Root Cause Analysis Teaching Strategy to Train Primary Pre-Service Science Teachers

ERIC Educational Resources Information Center

Lu, Chow-chin; Tsai, Chun-wei; Hong, Jon-chao

2008-01-01

This study examined the Root Cause Analysis (RCA) teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the…

More than a Read-Aloud: Preparing and Inspiring Early Childhood Teachers to Develop Our Future Scientists

ERIC Educational Resources Information Center

Atiles, Julia T.; Jones, Jennifer L.; Anderson, James A.

2013-01-01

The purpose of this study was to examine the impact of professional development on teachers' knowledge of teaching science and sense of efficacy regarding the teaching of science. In addition, the study explores the association between knowledge of teaching science and efficacy regarding the teaching of science. Participants included 28 early…

PROFILES Networks: Three International Examples

ERIC Educational Resources Information Center

Rauch, F.; Dulle, M.; Namsone, D.; Gorghiu, G.

2014-01-01

This paper explores the effectiveness of networking in promoting inquiry-based science education (IBSE) through raising the self-efficacy of science teachers to take ownership of more effective ways of teaching students, supported by stakeholders (Holbrook & Rannikmae, 2010). As PROFILES project (Professional Reflection Oriented Focus on…

Girls and science education in Mauritius: a study of science class practices and their effects on girls

NASA Astrophysics Data System (ADS)

Naugah, Jayantee; Watts, Mike

2013-11-01

Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling. Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science. Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations. Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science. Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science. Conclusions: There need to be radical changes in approaches to teaching to retain young girls' interest in the sciences.

Seeing things through science eyes: A case study of an exemplary elementary teacher

NASA Astrophysics Data System (ADS)

Foster, Andrea Susan

Science-eyed elementary teachers exhibit relentless passions for replacing traditional teaching with realistic, integrated, responsible instruction with science at its core. The purpose of this study was to explore an exemplary elementary teacher's thinking about science and how it serves as a vehicle for the learning that occurs in her primary classroom. Two research questions were investigated in this study. First, what does it mean for an exemplary elementary teacher to view all learning with science eyes? Second, in what ways does the science-oriented elementary teacher use her knowledge of science content, pedagogy, and practical experience to structure her students' learning and her classroom teaching? A naturalistic methodology was employed in this research effort. Classroom observations, teacher interviews, documents, and selected artifacts were analyzed using a constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) and the analysis tools of HyperRESEARCH (1994) in an effort to unravel the complex, intuitive knowledge of a nationally recognized first grade teacher. Data analyses provided insightful information about this exceptional teacher and how she organizes, plans, and implements effective lessons that integrate science with all subject areas. Four direct observation themes, Best Practice, Just Like a Scientist, Integrating Curriculum - A Balancing Act, and Expert Pedagogy, and six interview themes, Curriculum - What to Teach?, Instruction - How to Teach, Knowing Students, Getting Stuff, Professionalism, and Reflective Practitioner, emerged from independent analyses of two data sets. Three overall themes, Head, Heart, and Hands of an Exemplary Science Elementary Teacher, emerged from a convergent content analysis. The themes provide the foundation for a proposed model of an expert science pedagogue. Ten portrait-like, impressionistic, vignettes are included in this unique study to capture the spirit of the science-eyed elementary teacher's outstanding work in her first-grade classroom. Conclusions indicate that an in-depth knowledge and genuine passion for science, students, and teaching drives science-eyed teachers. The science-eyed elementary teacher organizes curriculum and instruction with scientific principles and skills of inquiry in mind. She improvises lessons to meet students' needs and interests in science. The science-eyed elementary teacher seeks out other science-eyed teachers. She is unique, inventive, and self aware.

Science Teaching in Science Education

ERIC Educational Resources Information Center

Callahan, Brendan E.; Dopico, Eduardo

2016-01-01

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…

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

NASA Astrophysics Data System (ADS)

Pongsanon, Khemmawadee

Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported reflections on experiences from modeled lessons and their own teaching as most influential on such development. Implications of the study include applying the four contexts of reflection to help future elementary teachers develop the components of PCK for teaching NOS.

The Impact of Science Integrated Curriculum Supplements on Early Childhood Teachers' Attitudes and Beliefs towards Science while In-Service: A Multiple Case

NASA Astrophysics Data System (ADS)

Collins, Kellian L.

Science at the early childhood level has been rarely taught as a single subject or integrated into the curriculum. One reason why early childhood educators avoid teaching science are their attitudes, beliefs, and lack of understanding scientific concepts as presented in traditional science curriculums. The intervention used by researchers for improving beliefs and attitudes in K-6 pre-service teachers towards teaching science in early childhood has been science method courses. For in service teachers, the intervention has been professional development workshops, seminars, and symposiums. Though these interventions have had a positive impact on teachers' attitudes and beliefs toward teaching science, the interventions have not necessarily guaranteed more science being taught in the preschool classroom. The specific problem investigated for this study was how to improve the interventions designed to improve preschool teachers' attitudes and beliefs so that they would feel more confident in teaching science to young children. The purpose of this study was to examine how implementing a one-week science integrated curriculum supplement could be an effective tool for improving preschool teachers' attitudes and beliefs toward teaching science. This study utilized the qualitative multiple case study research method. A logical model was created based on negative teacher attitudes and beliefs attributes that were the core components of the Preschool Teachers' Attitudes and Beliefs toward Science teaching (P-TABS) questionnaire. The negative attributes were paired with positive interventions and encapsulated in a one-week science integrated curriculum supplement based on the factors of teacher comfort, child benefit and challenges. The primary source of evidence for this study was the semi-structured interview. The researcher contacted 24 early childhood facilities, 44 emails were sent to preschool teachers, four teachers agreed to participate in the study. The results of the study showed that the teachers responded positively to the one-week science integrated curriculum supplement interventions. The researcher recommends eliminating the distinction between the intervention and the outcome via research methods that lead to desired outcomes, moving towards greater integration of subject domains through the pedagogical approach of dialogic reading and kinesthetic intelligence and the production of children's picture books written with purposeful academic intent.

Research and Teaching: Encouraging Science Communication in an Undergraduate Curriculum Improves Students' Perceptions and Confidence

ERIC Educational Resources Information Center

Train, Tonya Laakko; Miyamoto, Yuko J.

2017-01-01

The ability to effectively communicate science is a skill sought after by graduate and professional schools as well as by employers in science-related fields. Are content-heavy undergraduate science curricula able to incorporate opportunities to develop science communication skills, and is promoting these skills worth the time and effort? The…

The science teacher as the organic link

NASA Astrophysics Data System (ADS)

Alexakos, Konstantinos

2007-10-01

This study began as an exploration of the following questions: What do individual science teachers bring into their teaching that frames and mediates their teaching philosophy and of what, if any, value is it in science education? Drawing from a life history case study of Anna, an in-service science teacher, I show that her moral beliefs, perceptions, experiences, and interests dialectically frame and mediate her views of science teaching. Anna brings into her classroom her personal philosophy of teaching and learning. This is in contrast to studies concluding that different aspects of teachers' personal philosophies, such as their understanding of the nature of science and their behavior and pedagogical decisions are not connected and may be neatly segregated from one another. In the "transmission" [Transmission is presented in quotes because in this manuscript it is used dialectically, as opposed to a one-directional and "objective" process. The science teacher is not just a "lens" for the transmission of cultural capital; the cultural capital "transmitted" though Anna is seen as existing in a state of creation/recreation.] of cultural capital, Anna embodies dialectical relationships and processes, not just as a mediator of culture, but also as an organic entity that contributes to how culture is created, recreated and exchanged in a science classroom, and as such, is referred to here as an organic link. Science teacher identity and science teaching philosophy are thus seen as much closer to the human experience—merging the intellectual, the personal, the cultural, the political, and the environmental with the relationships and the processes that connect each to the others and to the whole. They are viewed as, at once, being mediated by as well as mediating one another. I argue that the total of what science teaching is exceeds the sum of its commonly "measurable" parts, like content and pedagogical knowledge. Although the designing and framing of this study was initially a life history investigation, a dialectical approach and analysis were found to be necessary to develop the theoretical conceptualization of the emerging interwoven themes, illustrating how the researcher's own philosophy and development are dialectically intertwined with, and at once affect and are effects of the research process and outcomes.

Teacher Research Programs: An Effective Form of Professional Development to Increase Student Achievement and Benefit the Economy

NASA Astrophysics Data System (ADS)

Dubner, J.

2008-12-01

U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional development. Columbia University's teacher research program is a very effective form of professional development for pre- college science teachers and has a direct correlation to increased student motivation and achievement in science. The Program is premised on the beliefs that hands-on experience in the practice of science improves the quality and authenticity of science teaching, and that improved science teaching is correlated with increased student interest and achievement in science. The author will present the methodology of the program's evaluation citing statistically significant findings. The author will also show the economic benefits of teacher participation in a well-designed research program.

De-Marginalizing Science in the Early Elementary Classroom: Fostering Reform-Based Teacher Change through Professional Development, Accountability, and Addressing Teachers' Dilemmas

NASA Astrophysics Data System (ADS)

Berg, Alissa

To develop a scientifically literate populace, students must acquire the motivation and foundational skills for success in science beginning at an early age. Unfortunately, science instruction is often marginalized in elementary schools for reasons including teachers' lack of confidence in teaching science and an overemphasis on literacy and mathematics. This study employed a case study design to examine the impact of teachers' dilemmas, career stage, coaching, and other forms of support on elementary teachers' abilities to teach science more often and in more reform-based ways. The conceptual lenses used to guide this dissertation include the theory related to teacher change, dilemmas, reform-oriented science teaching, and the professional learning continuum. Findings suggest that teachers' dilemmas must be addressed in order for them to move toward more reform-based science teaching practices. It was found that how teachers reconcile their dilemmas is due in part to their career stage, level of readiness, and access to a more knowledgeable other who can assist them in learning and enacting reform-based instruction. Moreover, the likelihood and extent of teacher change appears to be related to teachers recognizing a need to change their practice, developing the capacity to change, feeling accountable to change, and possessing the motivation to change. Implications for teacher educators, professional development providers, and curriculum developers are presented. It is argued that teachers require support the length of their career and, to be effective, this support must be personalized to their diverse and changing needs and responsive to the context in which they teach.

Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Qablan, Ahmad M.; DeBaz, Theodora

2015-01-01

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

NASA Astrophysics Data System (ADS)

Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

2007-12-01

University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.

Turkish Preservice Science Teachers' Efficacy Beliefs Regarding Science Teaching and Their Beliefs about Classroom Management

ERIC Educational Resources Information Center

Gencer, Ayse Savran; Cakiroglu, Jale

2007-01-01

The purpose of this study was to explore Turkish preservice science teachers' science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC)…

Teaching for Conceptual Change in Elementary and Secondary Science Methods Courses.

ERIC Educational Resources Information Center

Marion, Robin; Hewson, Peter W.; Tabachnick, B. Robert; Blomker, Kathryn B.

1999-01-01

Describes and analyzes two science methods courses at the elementary and secondary levels for how they addressed four ideas: (1) how students learn science; (2) how teachers teach science to students; (3) how prospective science teachers learn about the first two ideas; and (4) how methods instructors teach prospective science teachers about the…

Teaching Teachers: Bringing First-Rate Science to the Elementary Classroom. An NSTA Press Journals Collection.

ERIC Educational Resources Information Center

Smith, Betty, Ed.

This document presents a collection of papers published in the "Teaching Teachers" column in the elementary-level journal, "Science and Children." Contents include: (1) "Science is Part of the Big Picture: Teachers Become Science Learners" (Anita Greenwood); (2) "Reaching the Reluctant Science Teacher: Learning How To Teach Inquiry-Based Science"…

Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preparation to use teaching strategies in classrooms

NASA Astrophysics Data System (ADS)

Aljabber, Jabber M.

The purpose of this study was to investigate the attitudes of Saudi Arabian secondary preservice science teachers (SPSTs) toward a variety of science teaching practices. An ultimate, essential goal of this study was to use generated information and findings to improve the current secondary science education programs in Saudi Arabia and to develop better science teacher practices. The selected practices were posted by the National Research Council in 1999. These indicated that students learn science best through understanding of science rather than memorization of scientific facts and concepts, building new knowledge and understanding on what is already known and believed, formulating new knowledge by modifying and refining current concepts and by adding new concepts to what is already known, taking care of their own learning, social learning environments and interactions, and application of knowledge to novel situations. The study's sample consisted of all (147) SPSTs enrolled in the spring semester of 2003 in four Teachers' Colleges: Riyadh, Makkah, Taif, and Dammam. All participants were performing student teaching in secondary schools. This study used quantitative and qualitative data collection methods. Only three SPSTs were purposefully selected from each college for seven semi-structured interview questions, lasting an hour per interview. They were asked to complete a 58-item questionnaire survey and respond to four open-ended survey questions. To assess their attitudes toward the above science teaching practices, data was analyzed using the Rasch analysis model, other parametric tests (e.g., a one-way analysis of variance (ANOVA) and independent-samples t-test), and non-parametric tests (e.g., a chi-square of independent test). Furthermore, qualitative procedures were also used to assess SPSTs' views of some specific aspects about science teaching and the current secondary science education programs in Saudi Arabia. This was achieved through a careful analysis of frequent themes, patterns, and phrases mentioned by participants, which were coded and classified under broader categories. Findings of this study revealed that there were some significant differences among SPSTs in different Teachers' colleges with regard to certain demographic variables such as 'Teachers' College location' and 'age.' A broad conclusion was that although SPSTs felt that these six science teaching practices were crucial and effective teaching methods in classrooms, they did not frequently implement them due to several factors: large numbers of students in classrooms, classroom management issues, time demands, and lack of necessary materials and equipment.

Controversy as a Blind Spot in Teaching Nature of Science: Why the Range of Different Positions Concerning Nature of Science Should Be an Issue in the Science Classroom

ERIC Educational Resources Information Center

Kötter, Mario; Hammann, Marcus

2017-01-01

In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines…

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.

Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide

2015-01-01

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in…

Part I: Virtual Laboratory versus Traditional Laboratory: Which Is More Effective for Teaching Electrochemistry? Part II: The Green Synthesis of Aurones Using a Deep Eutectic Solvent

ERIC Educational Resources Information Center

Hawkins, Ian C.

2013-01-01

The role of the teaching laboratory in science education has been debated over the last century. The goals and purposes of the laboratory are still debated and while most science educators consider laboratory a vital part of the education process, they differ widely on the purposes for laboratory and what methods should be used to teach…

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

NASA Astrophysics Data System (ADS)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

PubMed

Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

2018-04-16

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

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.