Sample records for teachers physical science

  1. Summer Institute for Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Maheswaranathan, Ponn; Calloway, Cliff

    2007-04-01

    A summer institute for physical science teachers was conducted at Winthrop University, June 19-29, 2006. Ninth grade physical science teachers at schools within a 50-mile radius from Winthrop were targeted. We developed a graduate level physics professional development course covering selected topics from both the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included traditional lectures and the following new approaches in science teaching: hands-on experiments, group activities, computer based data collection, computer modeling, with group discussions & presentations. Two experienced master teachers assisted us during the delivery of the course. The institute was funded by the South Carolina Department of Education. The requested funds were used for the following: faculty salaries, the University contract course fee, some of the participants' room and board, startup equipment for each teacher, and indirect costs to Winthrop University. Startup equipment included a Pasco stand-alone, portable Xplorer GLX interface with sensors (temperature, voltage, pH, pressure, motion, and sound), and modeling software (Wavefunction's Spartan Student and Odyssey). What we learned and ideas for future K-12 teacher preparation initiatives will be presented.

  2. "Physics and Life" for Europe's Science Teachers

    NASA Astrophysics Data System (ADS)

    2003-04-01

    The EIROforum Contribution to the European Science and Technology Week 2003 [Physics on Stage 3 Logo] What do you know about modern science? Was your school science teacher inspiring and enthusiastic? Or was physics class a good time to take a nap? Unfortunately, many young Europeans don't have the fondest memories of science in school, and the result is a widespread disinterest and lack of understanding of science among adults. This has become a real problem - especially at a time when science is having a growing impact on our daily lives, and when society needs more scientists than ever! What can be done? Some of Europe's leading research organisations, scientists and teachers have put their heads together and come up with a unique approach called "Physics on Stage" . This will be the third year that these institutes, with substantial support from the European Commission, are running this project - attacking the problem at its roots. EIROforum and "Physics on Stage 3" [EIROforum Logo] "Physics On Stage 3" is based on the very successful "Physics On Stage" concept that was introduced in 2000. It is directed towards science teachers and students in Europe's secondary schools. It is a part of the year-long build-up to the European Science and Technology Week 2003 (3-9 November), an initiative by the European Commission, and is run by seven of Europe's leading Intergovernmental Research Organizations (the EIROforum) [1]. The project addresses the content and format of science teaching in European schools , seeking to improve the quality of teaching and to find new ways to stimulate pupils to take an interest in science. Innovative and inspirational science teaching is seen as a key component to attract young people to deal with scientific issues, whether or not they finally choose a career in science. Hence, "Physics On Stage 3" aims to stimulate the interest of young people through the school teachers, who can play a key role in reversing the trend of falling

  3. Preparing prospective physics teachers to teach integrated science in junior high school

    NASA Astrophysics Data System (ADS)

    Wiyanto; Hartono; Nugroho, S. E.

    2018-03-01

    The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

  4. Pre-Service Physics Teachers' Conceptions of Nature of Science

    ERIC Educational Resources Information Center

    Buaraphan, Khajornsak

    2011-01-01

    Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

  5. Are Grades 10-12 Physical Sciences Teachers Equipped to Teach Physics?

    ERIC Educational Resources Information Center

    Basson, Ilsa; Kriek, Jeanne

    2012-01-01

    South African schools have been confronted with educational reform since the mid-nineties and the process is still continuing. The concomitant changes put a very high demand on physical sciences teachers and also have an impact on teacher behaviour. The purpose of this study was to probe whether teachers could be considered equipped to teach the…

  6. The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

    The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

  7. Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

    NASA Astrophysics Data System (ADS)

    Taylor, Dale L.; Booth, Shirley

    2015-05-01

    Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions of teaching found in different cultural and disciplinary contexts have contextual differences but have resonances with the results of research into teacher beliefs. Our sample of eight South African secondary physical science teachers was schooled in a system which encouraged knowledge transmission, but they were prepared in their initial teacher education for a learner-centred approach. After they had taught for a few years, we explored their conceptions of science teaching, using phenomenographic interviews. Four conceptions emerged inductively from the analysis: transferring science knowledge from mind to mind; transferring problematic science knowledge from mind to mind; creating space for learning science knowledge and creating space for learning problematic science knowledge. Internally these conceptions are constituted by three dimensions of variation: the nature of the science knowledge to be learnt, the role of the students and the role of the teacher. Media and practical work play different roles in the external horizon of these conceptions. These conceptions reflect the disciplinary context as well as the emphases of the sample's initial teacher education programme. This suggests that initial teacher education can significantly shape teachers' conceptions of teaching.

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

    NASA Astrophysics Data System (ADS)

    Nelms, April Wagnon

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

  9. Ohio Teacher Professional Development in the Physical Sciences

    NASA Astrophysics Data System (ADS)

    Cervenec, Jason; Harper, Kathleen A.

    2006-02-01

    An in-service teacher program held during the summers of 2004 and 2005 is described. This program, sponsored with state funds, drew a varied group of participants to learn Modeling Instruction in physics. The workshop leaders used the state science proficiency standards and physics education research (PER) results to guide many of the workshop's activities. In 2004, the participants experienced the Modeling mechanics curriculum while pretending to be students; in 2005, the teachers worked in small teams to develop Modeling-consistent units in other areas, often utilizing PER-based materials. Indications are that the experience was valuable to the teachers and that the workshop series should be offered for a new cohort.

  10. Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

    NASA Astrophysics Data System (ADS)

    Close, Eleanor; Vokos, S.; Seeley, L.

    2006-12-01

    The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

  11. Practitioners' Ideas on Laboratory Skills Competencies Needed for Physical Science Teachers

    ERIC Educational Resources Information Center

    James, Robert K.; Schaaf, Joel

    1975-01-01

    In order to determine the competencies needed for teaching secondary physical science a survey of a sample of physical science teachers in Kansas secondary schools was conducted. The major competencies reported could be classified under the following general headings: equipment purchase and operation, maintenance of laboratory safety, and…

  12. 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.

  13. Analysis on the science literacy ability of vocational school physics teacher using NOSLiT indicators

    NASA Astrophysics Data System (ADS)

    Rahayu, P. P.; Masykuri, M.; Soeparmi

    2018-04-01

    Professional Physics teacher must be able to manage science learning process by associating science itself with the daily life. At first the teacher must have competency in the ability of science literacy. The target of this research is vocational school Physics teachers for the purpose to describe their ability on science literacy. This research is a survey research using test method. The test instrument is The NOSLiT by Wenning.Research results are: 1) Scientific Nomenclature : 38.46 %, 2) Basic experimental and observational abilities : 38.46 %, 3) Rules of scientific evidence : 0%, 4) Postulate science: 15.38%, 5) scientific disposition: 7. 69%.Conclusion: The result of each indicator shows that the ability of science literacy of vocational school Physics teachers has not met the expectations yet. It’s can be used as the reflection for education experts to improve their science literacy ability so that can be applied to the learning process that directly or indirectly will have an impact on improving the students’ science literacy.

  14. A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers

    NASA Astrophysics Data System (ADS)

    Jawahar, Kavish; Dempster, Edith R.

    2013-06-01

    In this study, the sociocultural view of science as a language and some quantitative language features of the complementary theoretical framework of systemic functional linguistics are employed to analyse the utterances of three South African Physical Sciences teachers. Using a multi-case study methodology, this study provides a sophisticated description of the utterances of Pietermaritzburg Physical Sciences teachers in language contexts characterised by varying proportions of English Second Language (ESL) students in each class. The results reveal that, as expected, lexical cohesion as measured by the cohesive harmony index and proportion of repeated content words relative to total words, increased with an increasing proportion of ESL students. However, the use of nominalisation by the teachers and the lexical density of their utterances did not decrease with an increasing proportion of ESL students. Furthermore, the results reveal that each individual Physical Sciences teacher had a 'signature' talk, unrelated to the language context in which they taught. This study signals the urgent and critical need for South African science teacher training programmes to place a greater emphasis on the functional use of language for different language contexts in order to empower South African Physical Sciences teachers to adequately apprentice their students into the use of the register of scientific English.

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

    NASA Astrophysics Data System (ADS)

    Hendrick, M. Georgeann

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

  16. The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

    NASA Astrophysics Data System (ADS)

    Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

    2018-03-01

    In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

  17. The Status of Physics 12 in BC: Reflections from UBC Science Teacher Candidates.

    ERIC Educational Resources Information Center

    Nashon, Samson Madera

    As part of attempts to find out why few high school science students take Physics 12, this case study sought University of British Columbia (UBC) science teacher educators' perspectives on the topic. A survey method employing questionnaires and interviews as part of the study was used to elicit science teacher candidates' perspectives. Forty-five…

  18. The creation of science projects in the physics teachers preparation

    NASA Astrophysics Data System (ADS)

    Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

    2017-01-01

    Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.

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

    NASA Astrophysics Data System (ADS)

    Hanuscin, Deborah L.

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

  20. Conceptual change in pre-service science teachers' views on nature of science when learning a unit on the physics of waves

    NASA Astrophysics Data System (ADS)

    Kattoula, Ehsan Habib

    Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers' nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers' views about the nature of science develop and change when learning a college physics unit on waves in an urban university. The study uses case study methodology with four pre-service science teachers as individual units of analysis. Data regarding the participants' views about the nature of science were collected before and after the instruction on the physics of waves unit. The research design used 'The Views of Nature of Science/Views of Scientific Inquiry-Physics Questionnaire' followed by structured interviews throughout the wave unit. In addition, the participants responded to daily questions that incorporated nature of science themes and constructed concept maps regarding the physics content and their nature of science understanding. After completing the VNOS/VOSI-PHYS questionnaire the pre-service science teachers' views of the nature of science were found to be mainly naive and transitional before the instruction. At the end of the wave unit instruction, the data indicated that conceptual change occurred in participants' nature of science views, shifting toward informed views. The findings of this study provide evidence that using explicit instruction with specific activities, such as experiments and concept mapping, shifted the pre-service science teachers' views away from naive and toward informed.

  1. Teaching the Teachers: Physical Science for the Non-Scientific

    NASA Astrophysics Data System (ADS)

    Michels, D. J.; Pickert, S. M.; Montrose, C. J.; Thompson, J. L.

    2004-12-01

    The Catholic University of America, in collaboration with the Solar Physics Branch of the Naval Research Laboratory and the Goddard Space Flight Center, has begun development of an experimental, inquiry-driven and standards-referenced physical science course for undergraduate, pre-service K-8 teachers. The course is team-taught by faculty from the University's Departments of Education and Physics and NRL solar physics research personnel. Basic physical science concepts are taught in the context of the Sun and Sun-Earth Connections, through direct observation, web-based solar data, and images and movies from ongoing space missions. The Sun can illuminate, in ways that cannot be duplicated with comparable clarity in the laboratory, the basics of magnetic and gravitational force fields, Newton's Laws, and light and optics. The immediacy of the connection to ongoing space research and live mission data serves as well to inspire student interest and curiosity. Teaching objectives include pedagogical methods, especially hands-on and observational experiences appropriate to the physics content and the K-8 classroom. The CUA Program, called TOPS! (Top Teachers of Physical Science!) has completed its first year of classroom experience; the first few batches of Program graduates should be in K-8 classrooms in time to capitalize on the motivational opportunities offered by the 2007-2008 IHY and IPY. We present data on the attitudinal and scientific progress of fifteen pre-service Early Childhood and Elementary Education majors as they experienced, many for the first time, the marvels of attractive and repulsive forces, live observations of solar system dynamics, access to real-time satellite data and NASA educational resources.

  2. An Instructional System in Physical Science, Teacher's Guide and Keys.

    ERIC Educational Resources Information Center

    Washington State Univ., Pullman.

    This manual is a teacher's guide to a self-instructional program in basic physical science, designed for high school students who have not had a course in chemistry or physics. There are six units in the manual relating to these areas: problem solving and experimental procedures; universal standards, metric system and conversion; mechanics; the…

  3. Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin

    ERIC Educational Resources Information Center

    Kelani, Raphael R.; Gado, Issaou

    2018-01-01

    Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in…

  4. The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Sonnert, Gerhard; Coyle, Harold P.; Cook-Smith, Nancy; Miller, Jaimie L.

    2013-01-01

    This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items…

  5. Re-Examining the Similarities between Teacher and Student Conceptions about Physical Science

    ERIC Educational Resources Information Center

    Burgoon, Jacob N.; Heddle, Mandy L.; Duran, Emilio

    2010-01-01

    There is a large body of research that has explored students' misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers' misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science…

  6. Science teacher's perception about science learning experiences as a foundation for teacher training program

    NASA Astrophysics Data System (ADS)

    Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

    2017-05-01

    Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

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

    ERIC Educational Resources Information Center

    Bektas, Oktay

    2015-01-01

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

  8. Teaching with Socio-Scientific Issues in Physical Science: Teacher and Students' Experiences

    ERIC Educational Resources Information Center

    Talens, Joy

    2016-01-01

    Socio-scientific issues (SSI) are recommended by many science educators worldwide for learners to acquire first hand experience to apply what they learned in class. This investigated experiences of teacher-researcher and students in using SSI in Physical Science, Second Semester, School Year 2012-2013. Latest and controversial news articles on…

  9. The Sequencing of Basic Chemistry Topics by Physical Science Teachers

    ERIC Educational Resources Information Center

    Sibanda, Doras; Hobden, Paul

    2016-01-01

    The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…

  10. Conceptual Integration of Chemical Equilibrium by Prospective Physical Sciences Teachers

    ERIC Educational Resources Information Center

    Ganaras, Kostas; Dumon, Alain; Larcher, Claudine

    2008-01-01

    This article describes an empirical study concerning the mastering of the chemical equilibrium concept by prospective physical sciences teachers. The main objective was to check whether the concept of chemical equilibrium had become an integrating and unifying concept for them, that is to say an operational and functional knowledge to explain and…

  11. Mapping Physical Sciences Teachers' Concerns Regarding the New Curriculum in South Africa

    ERIC Educational Resources Information Center

    Gudyanga, Remeredzayi; Jita, Loyiso C.

    2018-01-01

    This article reports on a study investigating physical sciences teachers' stages of concern (SoC) profiles during the implementation of the curriculum and assessment policy statement (CAPS) in South Africa. Throughout reform implementation, it is conceivable that teachers go through different SoC, ranging from giving low priority to the reform…

  12. News Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

    NASA Astrophysics Data System (ADS)

    2012-03-01

    Conference: Physics brings the community together Training: CERN trains physics teachers Education: World conference fosters physics collaborations Lecture: Physics education live at ASE Prize: Physics teacher wins first Moore medal Festival: European presidents patronize Science on Stage festival Videoconference: Videoconference brings Durban closer to the classroom

  13. Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

    NASA Astrophysics Data System (ADS)

    Zollman, Dean

    2001-03-01

    For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

  14. A Narration of a Physical Science Teacher's Experience of Implementing a New Curriculum

    ERIC Educational Resources Information Center

    Koopman, Oscar; Le Grange, Lesley; de Mink, Karen Joy

    2016-01-01

    This article narrates the lived experiences of a Physical Science teacher named Thobani (pseudonym) in implementing a new curriculum in South Africa. Drawing on the work of Husserl and Heidegger, the article describes the objects of direct experience in Thobani's consciousness about his life as a learner and teacher as revealed during an in-depth…

  15. Physical Sciences Preservice Teachers' Religious and Scientific Views Regarding the Origin of the Universe and Life

    ERIC Educational Resources Information Center

    Govender, Nadaraj

    2017-01-01

    This paper explores final-year physical sciences preservice teachers' religious and scientific views regarding the origin of the universe and life. Data was obtained from 10 preservice teachers from individual in-depth interviews conducted at the end of the Science Method module. Their viewpoints were analyzed using coding, sorting, and…

  16. 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

  17. Analysing the Problems of Science Teachers That They Encounter While Teaching Physics Education

    ERIC Educational Resources Information Center

    Demir, Cihat; Sincar, Burhan; Çelik, Ridvan

    2015-01-01

    Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters…

  18. Helping Teachers Teach Plasma Physics

    NASA Astrophysics Data System (ADS)

    Correll, Donald

    2008-11-01

    Lawrence Livermore National Laboratory's E/O program in Fusion Science and Plasma Physics now includes both `pre-service' as well as `in-service' high school science teacher professional development activities. Teachers are instructed and mentored by `master teachers' and LLNL plasma researchers working in concert. The Fusion/Plasma E/O program exploits a unique science education partnership that exists between LLNL's Science Education Program and the UC Davis Edward Teller Education Center. For `in-service' teachers, the Fusion & Astrophysics Teacher Research Academy (TRA) has four levels of workshops that are designed to give in-service high school science teachers experience in promoting and conducting research, most notably in the filed of plasma spectroscopy. Participating teachers in all four TRA levels may earn up to ten units of graduate credit from Cal-State University East Bay, and may apply these units toward a Masters of Science in Education. For `pre-service' teachers, the Science Teacher and Researcher (STAR) program, as a partnership with the California State University System, includes attracting undergraduate science majors to teaching careers by allowing them to pursue professional identities as both a research scientist as well as a science teacher. Participating `pre-service' STAR students are provided research internships at LLNL and work closely with the `in-service' TRA teachers. Results from the continuum `pre-service' to `in-service' science teacher professional development programs will be presented.

  19. Valid and Reliable Science Content Assessments for Science Teachers

    NASA Astrophysics Data System (ADS)

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

    2013-03-01

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

  20. The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

    NASA Astrophysics Data System (ADS)

    Ramnarain, Umesh; Schuster, David

    2014-08-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

  1. Teachers and Students Perceptions of the Active Science Curriculum: Incorporating Physical Activity into Middle School Science Classrooms

    ERIC Educational Resources Information Center

    Finn, Kevin E.; McInnis, Kyle J.

    2014-01-01

    Many children get little to no regular physical education during the school day. National recommendations call for schools to offer physical activity as part of planned academic lessons that teach math, language arts, science, and other subjects through movement. The purpose of this study was to analyze the student and teacher perceptions of the…

  2. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    ERIC Educational Resources Information Center

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  3. Two-year colleges, Physics, and Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Clay, Keith

    2002-05-01

    In the midst of a teacher shortage no field suffers more than physics. Half of our secondary physics teachers have less than a minor in physics. Meanwhile half of our future teachers start out at two-year colleges with physicists on staff. The opportunity for community colleges to have an impact on K-12 teaching is tremendous. Project TEACH has been honored as an outstanding teacher preparation program. It is a collaboration of colleges and K-12 schools dedicated to the improvement of teacher preparation, especially in science and math. Based at Green River Community College, Project TEACH unites certification institutions, community colleges, and K-12 school districts in the pre-service and in-service training of teachers. Activities of Project TEACH include recruitment and advising of future teachers, field experience for education students, creation of pre-teaching and para-educator degrees, tutoring from elementary school through college, in-service courses for current teachers, and special math and science courses aimed at future teachers. The yearlong interdisciplinary science sequence blends chemistry, physics, geology, and biology in a hands-on inquiry-based environment. The yearlong math sequence covers arithmetic, algebra, geometry, and probability with inquiry-based pedagogy. The programs developed by Project TEACH are being disseminated to colleges across Washington State and beyond.

  4. 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

  5. TPACK Levels of Physics and Science Teacher Candidates: Problems and Possible Solutions

    ERIC Educational Resources Information Center

    Bozkurt, Ersin

    2014-01-01

    This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the TPACK level affected the academic achievements of the students. In the research, a mixed method was used quantitatively and qualitatively. In the quantitative part of the research, Provus'…

  6. Teachers' Manual: Using Teams-Games-Tournament (TGT) in the Physical Science Classroom.

    ERIC Educational Resources Information Center

    Hollifield, John H.; Leavey, Marshall B.

    This teacher's manual provides general and specific guidelines for use of Teams-Games-Tournaments (TGT) Physical Science Curriculum materials at the junior high-middle school level. TGT is an innovative instructional model which focuses on the learning of basic skills, information, and concepts, rewarding students in small teams rather than at the…

  7. 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.

  8. 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…

  9. The Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry

    ERIC Educational Resources Information Center

    Ramnarain, Umesh; Nampota, Dorothy; Schuster, David

    2016-01-01

    This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and…

  10. An Investigation of Pre-Service Science Teachers' Level of Efficacy in the Undergraduate Science Teacher Education Program and Pedagogical Formation Program

    ERIC Educational Resources Information Center

    Çetin, Oguz

    2017-01-01

    The purpose of this research is to comparatively investigate the efficacy levels of pre-service science (Science, Biology, Physics, and Chemistry) teachers enrolled at the Undergraduate Program of Science Teacher Education and Pedagogical Formation Program. A total of 275 pre-service teachers who were studying in different programmes in the…

  11. Preparing Physics and Chemistry Teachers at the University of Arizona

    NASA Astrophysics Data System (ADS)

    Novodvorsky, Ingrid

    2006-04-01

    Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.

  12. The Blame Game in the Science Preparation of Future Teachers

    NASA Astrophysics Data System (ADS)

    Stein, Fredrick

    2003-10-01

    Who is responsible for the general lack of science preparation in our newly certified K-12 teachers? If it is true that teachers "teach as they were taught," then we must look to the college and university departments. The American Physical Society (APS), in partnership with the American Association of Physics Teachers (AAPT) and the American Institute of Physics (AIP), has initiated PhysTEC in concert with national reports calling for the improvement of K-12 science teaching. PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. An update of the first two years of the project will be given. Program components include: (1) A long-term, active collaboration between the physics and education departments; (2) A full-time Teacher-in-Residence (TIR) program that provides for a local K-12 science teacher to become a full-time participant in assisting faculty with both team-teaching and course revisions; (3) The redesign of content and pedagogy of targeted physics and education courses; and (4) The establishment of a Induction and mentoring program novice science teachers. This includes the participation of physics faculty in increasing and improving a wide array of school experiences. http://www.phystec.org/

  13. 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

  14. Physical Sciences in a College of Education

    ERIC Educational Resources Information Center

    Bunton, M. H. H.

    1970-01-01

    Describes the objectives and contents of a physical science course for preservice teachers in a teacher's college in England. The course extends over three years, emphasizes physical science concepts, and is laboratory oriented. Discusses how the topics of spectroscopy and crystallography are treated in the course. The syllabus is included. (LC)

  15. Preparing Science Teachers for the future

    NASA Astrophysics Data System (ADS)

    Stein, Fredrick

    2002-04-01

    What will teachers need in the future to be successful? What will "successful" mean in the future? Are the teaching approaches learned 40 years ago still relevant for tomorrow's classrooms? Will technology really change the way physics is taught (K-16)? Will we close the performance gap between students of differing ethnicity? Are schools of education rising to the challenge to answer these questions? Can college and university physics departments rise to the challenge of presenting physics to all students in an engaging manner? What can the APS, in partnership with AAPT and AIP, do to find the answers and provide strategies to improve the science preparation of future teachers? PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. The compelling evidence produced from Physics Education Research warrants this approach. A National Science Foundation grant of 5.76 million and a 498 thousand grant from the Fund for the Improvement of Postsecondary Education support PhysTEC, its partners and activities. http://www.phystec.org/

  16. Teaching the Conceptual History of Physics to Physics Teachers

    ERIC Educational Resources Information Center

    Garik, Peter; Garbayo, Luciana; Benétreau-Dupin, Yann; Winrich, Charles; Duffy, Andrew; Gross, Nicholas; Jariwala, Manher

    2015-01-01

    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers…

  17. Microgravity: Teacher's Guide with Activities for Physical Science.

    ERIC Educational Resources Information Center

    Vogt, Gregory L.; Wargo, Michael J.

    This teacher's guide to microgravity contains 16 student science activities with full background information to facilitate an understanding of the concepts of microgravity for teachers and students. Topics covered in the background sections include the definitions of gravity and microgravity, creating microgravity, the fluid state, combustion…

  18. Status on Texas Secondary Science Teachers

    NASA Astrophysics Data System (ADS)

    Mount, Jennifer; Fuller, Ed

    2009-10-01

    One of the most important challenges today facing public schools is the recruitment and retention of highly qualified science teachers. Policy makers in Texas adopted the 4x4 requirements for graduation, which will create an increase in the supply of science teachers. Dr. Fuller analyzed the topics concerning the shortage of secondary math and science teachers. Dr. Fuller's study clearly shows an acute shortage of well-qualified and adequately prepared secondary math and science teachers in Texas schools. The study also explains that schools serving large percentages of poor, minority, and/or low-achieving students have the least qualified teachers and the greatest shortages compared to other non-minority students. Recently, there has been a shift in teacher preparation programs. Most future teachers are being prepared by alternative certification programs and certification by exam. The attrition rates vary depending on teachers' route of certification. There is a shortage of math and science teachers in Texas, but is part of this shortage due to teacher migration? My research will expand on Dr. Fuller's study by looking at the attrition and migration rates on the subgroups of chemistry and physics teachers. Migration is typically overlooked in analytical studies because it does not change the overall supply of teachers. My study will investigate if science teachers are migrating to wealthier districts and/or higher achieving school. This presentation will summarize results found by Dr. Fuller's study as well as look at further research in science teacher attrition and migration rates.

  19. The Learning Assistant Model for Science Teacher Recruitment and Preparation

    NASA Astrophysics Data System (ADS)

    Otero, Valerie

    2006-04-01

    There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

  20. Self-perceived assessment skill of prospective physics teachers

    NASA Astrophysics Data System (ADS)

    Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

    2018-05-01

    Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

  1. Retraining Teachers in Physics.

    ERIC Educational Resources Information Center

    McGervey, John D.; Heckathorn, Dick

    1990-01-01

    Provides an inservice workshop experience for underprepared physics or physical science teachers. Describes a demonstration showing conservation of momentum using an air track, gliders, and a model railway train. Includes a brief introduction to demonstrations of Newton's second law, scattering of laser light, and the effect of a telescope on…

  2. Communities of Molecules: A Physical Chemistry Module. Teacher's Guide.

    ERIC Educational Resources Information Center

    DeVoe, Howard; Hearle, Robert

    This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching physical chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The…

  3. The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

    NASA Astrophysics Data System (ADS)

    Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

    2018-03-01

    In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

  4. A Physics Course for Non-Physical Science Teachers

    NASA Astrophysics Data System (ADS)

    Cottle, Paul D.

    1997-11-01

    A two semester introductory physics sequence exclusively for undergraduates and graduate students in science education who were not seeking certification in physics was taught at Florida State for the first time in 1996-97. The course emphasized building understanding in both qualitative and quantitative aspects of physics through group learning approaches to laboratories and written problem assignments, assessments which required detailed written explanations, and frequent interactions between the instructor and individual students. This talk will briefly outline the structure of the course and some of the more interesting observations made by the group of science education graduate students and faculty who evaluated aspects of the course.

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

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

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

  6. 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

  7. A study of preservice elementary teachers enrolled in a discrepant-event-based physical science class

    NASA Astrophysics Data System (ADS)

    Lilly, James Edward

    This research evaluated the POWERFUL IDEAS IN PHYSICAL SCIENCE (PIiPS) curriculum model used to develop a physical science course taken by preservice elementary teachers. The focus was on the evaluation of discrepant events used to induce conceptual change in relation to students' ideas concerning heat, temperature, and specific heat. Both quantitative and qualitative methodologies were used for the analysis. Data was collected during the 1998 Fall semester using two classes of physical science for elementary school teachers. The traditionally taught class served as the control group and the class using the PIiPS curriculum model was the experimental group. The PIiPS curriculum model was evaluated quantitatively for its influence on students' attitude toward science, anxiety towards teaching science, self efficacy toward teaching science, and content knowledge. An analysis of covariance was performed on the quantitative data to test for significant differences between the means of the posttests for the control and experimental groups while controlling for pretest. It was found that there were no significant differences between the means of the control and experimental groups with respect to changes in their attitude toward science, anxiety toward teaching science and self efficacy toward teaching science. A significant difference between the means of the content examination was found (F(1,28) = 14.202 and p = 0.001), however, the result is questionable. The heat and energy module was the target for qualitative scrutiny. Coding for discrepant events was adapted from Appleton's 1996 work on student's responses to discrepant event science lessons. The following qualitative questions were posed for the investigation: (1) what were the ideas of the preservice elementary students prior to entering the classroom regarding heat and energy, (2) how effective were the discrepant events as presented in the PIiPS heat and energy module, and (3) how much does the "risk taking

  8. Simple and Beautiful Experiments III by LADY CATS and Science Teachers' group

    NASA Astrophysics Data System (ADS)

    Tanemura, M.; Okiharu, F.; Ishii, K.; Onishi, H.; Taniguchi, M.; Uchida, T.; Yasuda, J.; Hoshino, T.; Yoshimura, T.; Hashimoto, T.; Wada, S.; Kinoshita, K.; Ebata, T.; Kawakatsu, H.

    2010-07-01

    LADY CATS (LADY Creators of Activities for Teaching Science) is an organization of science teachers. Our group includes a lot of female teachers, which is rather unusual in the field of physics. We would like to propose and exhibit beautiful and simple science experiments that can demonstrate the principles of physics to fascinate students' interest. These experiments are easily made and low-cost. It is also aimed to catch female and humanities students' eyes on physics from the view point of female teachers. Furthermore, we believe that these ideas help resolve gender problems and support non-specialist teachers in primary school.

  9. High School Science Teachers' Views on Science Process Skills

    ERIC Educational Resources Information Center

    Gultepe, Nejla

    2016-01-01

    The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

  10. The effects of experience and attrition for novice high-school science and mathematics teachers.

    PubMed

    Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

    2012-03-02

    Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

  11. Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

    ERIC Educational Resources Information Center

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-01-01

    This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

  12. Science and the Physically Handicapped.

    ERIC Educational Resources Information Center

    Ricker, Kenneth S.

    1979-01-01

    The integration of physically (sensory and orthopedic) handicapped students into science classes creates a complex problem for science educators. Suggestions are offered for teacher preparation and for the development of specialized materials and modifications for instructional strategies. (JMF)

  13. Exploring Sun-Earth Connections: A Physical Science Program for (K-8)Teachers

    NASA Astrophysics Data System (ADS)

    Michels, D. J.; Pickert, S. M.; Thompson, J. L.; Montrose, C. J.

    2003-12-01

    An experimental, inquiry-based physical science curriculum for undergraduate, pre-service K-8 teachers is under development at the Catholic University of America in collaboration with the Solar Physics Branch of the Naval Research Laboratory and NASA's Sun-Earth Connection missions. This is a progress report. The current, stunningly successful exploratory phase in Sun-Earth Connection (SEC) physics, sparked by SOHO, Yohkoh, TRACE, and other International Solar Terrestrial Physics (ISTP) and Living With a Star (LWS) programs, has provided dynamic, visually intuitive data that can be used for teaching basic physical concepts such as the properties of gravitational and electromagnetic fields which are manifest in beautiful imagery of the astrophysical plasmas of the solar atmosphere and Earth's auroras. Through a team approach capitalizing on the combined expertise of the Catholic University's departments of Education and Physics and of NRL solar researchers deeply involved in SEC missions we have laid out a program that will teach non-science-major undergraduates a very limited number of physical science concepts but in such a way as to develop for each one both a formal understanding and an intuitive grasp that will instill confidence, spark interest and scientific curiosity and, ideally, inspire a habit of lifetime inquiry and professional growth. A three-semester sequence is planned. The first semester will be required of incoming Education freshmen. The second and third semesters will be of such a level as to satisfy the one-year science requirement for non-science majors in the College of Arts and Sciences. The approach as adopted will integrate physics content and educational methods, with each concept introduced through inquiry-based, hands-on investigation using methods and materials directly applicable to K-8 teaching situations (Exploration Phase). The topic is further developed through discussion, demonstration and lecture, introducing such mathematical

  14. The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

    NASA Astrophysics Data System (ADS)

    Seeley, Lane

    2008-05-01

    The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

  15. Applied aerodynamics experience for secondary science teachers and students

    NASA Technical Reports Server (NTRS)

    Abbitt, John D., III; Carroll, Bruce F.

    1992-01-01

    The Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida in conjunction with the Alachua County, Florida School Board has embarked on a four-year project of university-secondary school collaboration designed to enhance mathematics and science instruction in secondary school classrooms. The goals are to provide teachers with a fundamental knowledge of flight sciences, and to stimulate interest among students, particularly women and minorities, toward careers in engineering, mathematics, and science. In the first year of the project, all thirteen of the eighth grade physical science teachers and all 1200 of the eighth grade physical science students in the county participated. The activities consisted of a three-day seminar taught at the college level for the teachers, several weeks of classroom instruction for all the students, and an airport field trip for a subgroup of about 430 students that included an orientation flight in a Cessna 172 aircraft. The project brought together large numbers of middle school students, teachers, undergraduate and graduate engineering students, school board administrators, and university engineering faculty.

  16. Teacher content knowledge in the context of science education reform

    NASA Astrophysics Data System (ADS)

    Doby, Janice Kay

    1997-12-01

    The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in

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

    ERIC Educational Resources Information Center

    Henke, Andreas; Höttecke, Dietmar

    2015-01-01

    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'…

  18. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    ERIC Educational Resources Information Center

    Etkina, Eugenia

    2010-01-01

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

  19. Physics teachers' perspectives on factors that affect urban physics participation and accessibility

    NASA Astrophysics Data System (ADS)

    Kelly, Angela M.

    2013-06-01

    The accessibility of secondary physics in U.S. urban school districts is a complex issue. Many schools do not offer a physics option, and for those that do, access is often restricted by various school policies and priorities that do not promote physics participation for all. To analyze this problem in greater depth, I adopted a qualitative phenomenological methodology to explore urban physics teachers’ views on school- and district-based conditions that may marginalize traditionally underrepresented students. Teachers from three large urban districts shared concerns and suggestions regarding administrative commitment, student preparedness for physics, reform initiatives and testing mandates, promoting physics enrollments, and implementing high quality instruction. Data from interviews and focus groups provided contextual insights into ways in which physics study may be improved and encouraged for urban youth. Teachers believed expanding access could be facilitated with differentiated levels of physics, incorporating mathematical applications with multiple representations, educating students and counselors on the ramifications of choosing or not choosing elective sciences, well-designed grant-funded initiatives, and flexibility with prerequisites and science course sequencing. Teachers experienced frustration with standardized testing, lack of curricular autonomy, shifting administrative directives, and top-down reforms that did not incorporate their feedback in the decision-making processes. Data from this study revealed that physics teacher networks, often housed at local universities, have been a key resource for establishing supportive professional communities to share best practices that may influence school-based reforms that promote physics participation in urban schools.

  20. Physics. Teacher's Guide. Investigations in Natural Science.

    ERIC Educational Resources Information Center

    Renner, John W.; And Others

    Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This teaching guide is designed for use with the 36 physics investigations found in the student manual. These investigations focus on concepts related to:…

  1. Texas Science Teacher Characteristics and Conceptual Understanding of Newton's Laws of Motion

    NASA Astrophysics Data System (ADS)

    Busby, Karin Burk

    Misconceptions of Newtonian mechanics and other physical science concepts are well documented in primary and pre-service teacher populations (Burgoon, Heddle, & Duran, 2009; Allen & Coole, 2012; Kruger, Summers, & Palacio, 1990; Ginns & Watters, 1995; Trumper, 1999; Asikainen & Hirovonen, 2014). These misconceptions match the misconceptions held by students, leaving teachers ill-equipped to rectify these concepts in the classroom (Kind, 2014; Kruger et al., 1990; Cochran & Jones, 1998). Little research has been devoted to misconceptions held by in-service secondary teachers, the population responsible for teaching Newtonian mechanics. This study focuses on Texas in-service science teachers in middle school and high school science, specifically sixth grade science, seventh grade science, eighth grade science, integrated physics and chemistry, and physics teachers. This study utilizes two instruments to gauge conceptual understanding of Newton's laws of motion: the Force Concept Inventory [FCI] (Hestenes, Wells, & Swackhamer, 1992) and a custom instrument developed for the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (Urquhart, M., e-mail, April 4, 2017). Use of each instrument had its strengths and limitations. In the initial work of this study, the FCI was given to middle and high school teacher volunteers in two urban school districts in the Dallas- Fort Worth area to assess current conceptual understanding of Newtonian mechanics. Along with the FCI, each participant was asked to complete a demographic survey. Demographic data collected included participant's sex, years of service in teaching position, current teaching position, degrees, certification type, and current certifications for science education. Correlations between variables and overall average on the FCI were determined by t-tests and ANOVA tests with a post-hoc Holm-Bonferroni correction test. Test questions pertaining to each of Newton's three laws of motion were

  2. Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

    NASA Astrophysics Data System (ADS)

    Menon, Deepika

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self

  3. Education for sustainable development - Resources for physics and sciences teachers

    NASA Astrophysics Data System (ADS)

    Miličić, Dragana; Jokić, Ljiljana; Blagdanić, Sanja; Jokić, Stevan

    2016-03-01

    With this article we would like to stress science teachers must doing practical work and communicate on the basis of scientific knowledge and developments, but also allow their students opportunity to discover knowledge through inquiry. During the last five years Serbian project Ruka u testu (semi-mirror of the French project La main á la pâte), as well as European FIBONACCI and SUSTAIN projects have offered to our teachers the wide-scale learning opportunities based on Inquiry Based Science Education (IBSE) and Education for Sustainable Development (ESD). Our current efforts are based on pedagogical guidance, several modules and experimental kits, the website, exhibitions, and trainings and workshops for students and teachers.

  4. Promoting Students' Motivation in Learning Physical Science--An Action Research Approach.

    ERIC Educational Resources Information Center

    Tuan, Hsiao-Lin; Chin, Chi-Chin; Tsai, Chih-Chung

    This study reported how four science teachers used action research to promote their students' motivation in learning physical science. Four teachers with one of their 8th grade physical science classes participated in the study. A combination of qualitative and quantitative research design were used in the study, and data collection included…

  5. Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

    ERIC Educational Resources Information Center

    Yilmaz, Aynur; Esenturk, Oguz Kaan; Demir, Gonul Tekkursun; Ilhan, Ekrem Levent

    2017-01-01

    It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the…

  6. A Comparison Between Teacher-Directed Instruction and Student Self-Directed Study in Physical Science for Undergraduate Elementary Education Majors.

    ERIC Educational Resources Information Center

    Magnus, Douglas Leslie

    This research was conducted to compare the learning which occurred in a preservice elementary education course using two teaching-learning methods (teacher-directed instruction and student self-directed study). Areas investigated were: (1) knowledge of physical science content, (2) development and application of the processes of science, (3)…

  7. Gender differences in teacher-student interactions in science classrooms

    NASA Astrophysics Data System (ADS)

    Jones, M. Gail; Wheatley, Jack

    1990-12-01

    Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.

  8. Exploring teachers' perspectives on the impact of out-of-school science-based programs for secondary level physics classrooms in Nebraska

    NASA Astrophysics Data System (ADS)

    Baquerizo-Birth, Marisol

    This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.

  9. 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

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

    NASA Astrophysics Data System (ADS)

    Marion, Virginia Frances

    1998-12-01

    The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and

  11. Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

    NASA Astrophysics Data System (ADS)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2017-02-01

    The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

  12. THE PHYSICS TEACHERS HANDBOOK.

    ERIC Educational Resources Information Center

    REDMAN, L.A.

    A VARIETY OF INFORMATION FOR PHYSICS TEACHERS IS CONTAINED IN THIS SOURCE BOOK. A MAJOR SECTION IS DEVOTED TO LISTINGS OF INSTRUCTIONAL MATERIALS AND TEACHING AIDS. SCIENCE TEXTBOOKS AND LIBRARY BOOKS ARE CATEGORIZED ACCORDING TO INSTITUTIONAL LEVEL AND SUBJECT. TEACHING AIDS INCLUDE (1) 16 MM SOUND FILMS AND FILM LOOPS, (2) 35 MM FILMSTRIPS, (3)…

  13. 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.

  14. Alien or Alike? How the Perceived Similarity Between the Typical Science Teacher and a Student's Self-Image Correlates with Choosing Science at School

    NASA Astrophysics Data System (ADS)

    Kessels, Ursula; Taconis, Ruurd

    2012-12-01

    By applying the self-to-prototype matching theory to students' academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students' self-image on the other. A sample of N = 308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students' self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students' image of science teachers can influence their academic choices.

  15. Physics Teacher Demonstrations for the Classroom

    NASA Astrophysics Data System (ADS)

    Murfee, Lee

    2005-04-01

    A sharing of physics and physics teaching demonstrations by Lee Murfee, a teacher of students learning physics and mathematics at Berkeley Preparatory School and the United States Military Academy for 21 years, and active member of the Florida Section of American Association of Physics Teachers (AAPT). Presentation is a fast paced array of physics and physics teaching demonstrations. Topics include who and what we teach, a successful science department philosophy, forces, acceleration, impulse, momentum, observations, pendulums, springs, friction, inclined plane, rotational motion, moment of inertia, teaching description of motion with data, equations and graphing, slope, uniform circular motion, derivatives, integrals, PASCO Data Studio sensor applications, students presenting to students, flashboards, sound, pressure, and sensitivity analysis in determining specific heat. Demonstrations apply to high school and college introductory physics teaching; handouts and some door prizes/gifts will be provided.

  16. A Research-Based Science Teacher Education Program for a Competitive Tomorrow

    NASA Astrophysics Data System (ADS)

    Clary, R. M.; Hamil, B.; Beard, D. J.; Chevalier, D.; Dunne, J.; Saebo, S.

    2009-12-01

    A united commitment between the College of Education and the College of Arts and Sciences at Mississippi State University, in partnership with local high-need school districts, has the goal of increasing the number of highly qualified science teachers through authentic science research experiences. The departments of Geosciences, Biological Sciences, Chemistry, and Physics offer undergraduate pre-service teachers laboratory experiences in science research laboratories, including 1) paleontological investigations of Cretaceous environments, 2) NMR studies of the conformation of tachykinin peptides, 3) FHA domains as regulators of cell signaling in plants, 4) intermediate energy nuclear physics studies, and 5) computational studies of cyclic ketene acetals. Coordinated by the Department of Curriculum and Instruction, these research experiences involve extensive laboratory training in which the pre-teacher participants matriculate through a superior education curriculum prior to administrating their individual classrooms. Participants gain valuable experience in 1) performing literature searches and reviews; 2) planning research projects; 3) recording data; 4) presenting laboratory results effectively; and 5) writing professional scientific manuscripts. The research experience is available to pre-service teachers who are science education majors with a declared second major in a science (i.e., geology, biology, physics, or chemistry). Students are employed part-time in various science university laboratories, with work schedules arranged around their individual course loads. While the focus of this endeavor is upon undergraduate pre-service teachers, the researchers also target practicing science teachers from the local high-need school districts. A summer workshop provides practicing science teachers with a summative laboratory experience in several scientific disciplines. Practicing teachers also are provided lesson plans and ideas to transform their classrooms into

  17. Science Coursework and Pedagogical Beliefs of Science Teachers: The Case of Science Teachers in the Philippines

    ERIC Educational Resources Information Center

    Macugay, Eva B.; Bernardo, Allan B. I.

    2013-01-01

    Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science…

  18. Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

    ERIC Educational Resources Information Center

    Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

    2016-01-01

    This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

  19. Improving Early Career Science Teachers' Ability to Teach Space Science

    NASA Astrophysics Data System (ADS)

    Schultz, G. R.; Slater, T. F.; Wierman, T.; Erickson, J. G.; Mendez, B. J.

    2012-12-01

    The GEMS Space Science Sequence is a high quality, hands-on curriculum for elementary and middle schools, created by a national team of astronomers and science educators with NASA funding and support. The standards-aligned curriculum includes 24 class sessions for upper elementary grades targeting the scale and nature of Earth's, shape, motion and gravity, and 36 class sessions for middle school grades focusing on the interactions between our Sun and Earth and the nature of the solar system and beyond. These materials feature extensive teacher support materials which results in pre-test to post-test content gains for students averaging 22%. Despite the materials being highly successful, there has been a less than desired uptake by teachers in using these materials, largely due to a lack of professional development training. Responding to the need to improve the quantity and quality of space science education, a collaborative of space scientists and science educators - from the University of California, Berkeley's Lawrence Hall of Science (LHS) and Center for Science Education at the Space Sciences Laboratory (CSE@SSL), the Astronomical Society of the Pacific (ASP), the University of Wyoming, and the CAPER Center for Astronomy & Physics Education - experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. Research on the exodus of young teachers from the teaching profession clearly demonstrates that early career teachers often leave teaching because of a lack of mentoring support and classroom ready curriculum materials. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers in middle school, and trained these master teachers to use the GEMS Space Science Sequence for Grades 6-8. Then, these master teachers were mentored in how to coach their

  20. Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

    NASA Astrophysics Data System (ADS)

    Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

    2018-04-01

    Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

  1. Understanding Misconceptions: Teaching and Learning in Middle School Physical Science

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Sonnert, Gerhard

    2016-01-01

    In this study the authors set out to better understand the relationship between teacher knowledge of science and student learning. The authors administered identical multiple-choice assessment items both to teachers of middle school physical science and to their students throughout the school year. The authors found that teachers who have strong…

  2. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    ERIC Educational Resources Information Center

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  3. Physics Teacher Preparation's Role in the Transformation of a Physics Department

    NASA Astrophysics Data System (ADS)

    Kramer, Laird

    2011-04-01

    Physics teacher preparation programs offer one vehicle of creating sustained educational transformation within a physics department. Strategic implementations pave the way for developing more and better prepared physics teachers while providing a cohort of trained peer instructors to drive reform in the physics course sequence. We present the design and results of the new physics teacher preparation programs implemented at Florida International University (FIU). FIU implemented University of Colorado's Learning Assistant (LA) program in 2008, through the support of a PhysTEC Primary Partner Institute Grant. The LA program is an experiential teaching program for undergraduates that recruits and prepares future teachers while driving reform in the department, as LAs must experience research-validated curricula in order to make informed decisions about teaching in their future. FIU's Physics LA program now employs over 40 LAs, impacts over 2,000 introductory physics students per year, and is now fully sustained by university funding. The LA program's success has prompted a spread to chemistry, earth science, mathematics, and biology and serves as the foundation in the university's strategic vision. The impact is most compelling as FIU is a minority-serving urban public research institution in Miami, Florida serving over 42,000 students, of which 64% are Hispanic, 13% are Black, and 56% are women.

  4. Relationships among selected physical science misconceptions held by preservice elementary teachers and four variables: Formal reasoning ability, working memory capacity, verbal intelligence, and field dependence/independence

    NASA Astrophysics Data System (ADS)

    Griffin, Leslie Little

    The purpose of this study was to determine the relationship of selected cognitive abilities and physical science misconceptions held by preservice elementary teachers. The cognitive abilities under investigation were: formal reasoning ability as measured by the Lawson Classroom Test of Formal Reasoning (Lawson, 1978); working memory capacity as measured by the Figural Intersection Test (Burtis & Pascual-Leone, 1974); verbal intelligence as measured by the Acorn National Academic Aptitude Test: Verbal Intelligence (Kobal, Wrightstone, & Kunze, 1944); and field dependence/independence as measured by the Group Embedded Figures Test (Witkin, Oltman, & Raskin, 1971). The number of physical science misconceptions held by preservice elementary teachers was measured by the Misconceptions in Science Questionnaire (Franklin, 1992). The data utilized in this investigation were obtained from 36 preservice elementary teachers enrolled in two sections of a science methods course at a small regional university in the southeastern United States. Multiple regression techniques were used to analyze the collected data. The following conclusions were reached following an analysis of the data. The variables of formal reasoning ability and verbal intelligence were identified as having significant relationships, both individually and in combination, to the dependent variable of selected physical science misconceptions. Though the correlations were not high enough to yield strong predictors of physical science misconceptions or strong relationships, they were of sufficient magnitude to warrant further investigation. It is recommended that further investigation be conducted replicating this study with a larger sample size. In addition, experimental research should be implemented to explore the relationships suggested in this study between the cognitive variables of formal reasoning ability and verbal intelligence and the dependent variable of selected physical science misconceptions

  5. Preservice science teachers' experiences with repeated, guided inquiry

    NASA Astrophysics Data System (ADS)

    Slack, Amy B.

    , increased their understanding of how they might use SI in their classroom, increased their understanding of why variables are used in experiments, and did not increase their physics content knowledge. These conclusions suggest that preservice science teachers having repeated, guided experiences with inquiry increase their abilities to conduct SI and consider how inquiry could be used in their future science classrooms.

  6. Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

    NASA Astrophysics Data System (ADS)

    Cothron, J.

    2007-12-01

    A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

  7. Engaging Science Faculty in Teacher Professional Development: Renewable Energy

    NASA Astrophysics Data System (ADS)

    Czajkowski, K. P.; Czerniak, C.; Struble, J.; Mentzer, G.; Brooks, L.; Hedley, M.

    2011-12-01

    The LEADERS Program (Leadership for Educators: Academy for Driving Economic Revitalization in Science) is an NSF funded Math and Science Partnership program that aims to link economic revitalization in the Great Lakes region with K-12 education through renewable energy technology using a project-based learning approach. The LEADERS Program brings teacher leaders together with science and education faculty from the University of Toledo. Teacher leaders, from Toledo Public and Catholic Schools, attended a six week long institute in the summers of 2010 and 2011 and offered professional development for their colleagues during the school year. The teacher leaders took two science courses during the summer of 2010 in Physics and Chemistry of Renewable Energy as well as classes in Project-Based Science and Leadership and three courses in the summer of 2011, Earth Technologies, Climate Change and Biofuels. In addition, teachers were introduced to industry leaders in renewable energies as well as conservation. This presentation will discuss the implementation of the program and focus on the involvement of science faculty. We will discuss the challenges and successes in bringing together science faculty with teachers including how the experience has changed the teaching style of the scientists.

  8. Investigating a redesigned physics course for future elementary teachers

    NASA Astrophysics Data System (ADS)

    Fracchiolla, Claudia

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

  9. Task Force on Teacher Education in Physics: Findings and Recommendations

    NASA Astrophysics Data System (ADS)

    Otero, Valerie

    2010-03-01

    In response to the national crisis in science education, including low performance in high school physical science and a critical shortage of highly qualified physics teachers, a National Task Force was convened to investigate the state of physics education in the United States. The Task Force spent one year collecting data from over 900 universities and conducting site visits at 13 universities that were identified as ``high producers'' of physics teachers. The final report of the Task Force will be published early in 2010 and will highlight the findings and recommendations that resulted from the study. In this presentation, the main findings and recommendations will be presented along with selected case studies that illustrate exemplary practices in physics and education departments.

  10. Science teacher improvement: A study of the change in preparation and qualifications of public middle school science teachers

    NASA Astrophysics Data System (ADS)

    Wickler, Nicole I. Z.

    have less control in their classrooms, are less satisfied with their class size and have less influence on the content of inservice professional development. In addition, fewer hold degrees in a science content area, fewer hold any Masters degrees, and fewer are certified in their second assignment field. However, more teachers have taken four to six undergraduate biology, chemistry and physics classes.

  11. Impact of Texas high school science teacher credentials on student performance in high school science

    NASA Astrophysics Data System (ADS)

    George, Anna Ray Bayless

    A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

  12. Helping New Science Teachers

    ERIC Educational Resources Information Center

    Frazier, Wendy M.; Sterling, Donna R.

    2009-01-01

    The start of a new school year is a challenging and exciting time for any teacher--and a time when beginning teachers particularly need our support. Working with new science teachers in the New Science Teachers' Support Network (NSTSN) has shown the authors that veteran teachers have the greatest impact on beginning teacher's success. The NSTSN is…

  13. Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines

    ERIC Educational Resources Information Center

    Orbe, Joymie R.; Espinosa, Allen A.; Datukan, Janir T.

    2018-01-01

    As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach…

  14. Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender, Education Level, Courses in Science, and Attitudes Toward Science and Mathematics

    NASA Astrophysics Data System (ADS)

    Kumar, David D.; Morris, John D.

    2005-12-01

    A multiple regression analysis of the relationship between prospective teachers' scientific understanding and Gender, Education Level (High School, College), Courses in Science (Biology, Chemistry, Physics, Earth Science, Astronomy, and Agriculture), Attitude Towards Science, and Attitude Towards Mathematics is reported. Undergraduate elementary science students ( N = 176) in an urban doctoral-level university in the United States participated in this study. The results of this study showed Gender, completion of courses in High School Chemistry and Physics, College Chemistry and Physics, and Attitudes Toward Mathematics and Science significantly correlated with scientific understanding. Based on a regression model, Gender, and College Chemistry and Physics experiences added significant predictive accuracy to scientific understanding among prospective elementary teachers compared to the other variables.

  15. Microgravity: A Teacher's Guide with Activities in Science, Mathematics, and Technology

    NASA Technical Reports Server (NTRS)

    Rogers, Melissa J.B.; Vogt, Gregory L.; Wargo, Michael J.

    1997-01-01

    Microgravity is the subject of this teacher's guide. This publication identifies the underlying mathematics, physics, and technology principles that apply to microgravity. The topics included in this publication are: 1) Microgravity Science Primer; 2) The Microgravity Environment of Orbiting Spacecraft; 3) Biotechnology; 4) Combustion Science; 5) Fluid Physics; 6) Fundamental Physics; and 7) Materials Science; 8) Microgravity Research and Exploration; and 9) Microgravity Science Space Flights. This publication also contains a glossary of selected terms.

  16. Effect of Teacher Education Program on Science Process Skills of Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Yakar, Zeha

    2014-01-01

    Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented here is one which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study…

  17. Are Learning Assistants Better K-12 Science Teachers?

    NASA Astrophysics Data System (ADS)

    Gray, Kara E.; Webb, David C.; Otero, Valerie K.

    2010-10-01

    This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

  18. The role of the physics department in the preparation of future pre-college teachers: A summary from the international conference on physics education

    NASA Astrophysics Data System (ADS)

    Lopez, Ramon E.

    1997-03-01

    This paper summarizes the conference presentations that specifically dealt with the role of the physics department in education of teachers, both before they begin teaching (pre-service) and during their careers (in-service). These presentations in general reflected a consensus that, as in the case of other students, instruction in pre-service and in-service courses should employ more active engagement techniques, both to improve student understanding and to model effective instruction, and that the appropriate use of technology can be a powerful aid to that end. Improvements made in standard introductory physics courses will impact most future secondary science teachers who, by and large, will have science degrees or take a significant amount of science courses. However, pre-service elementary teachers take few science courses and are often science phobic. This population represents the vast bulk of teachers who, if they have a good understanding of basic science, can engage children at the ages when they are most curious. Physics departments can play a valuable role in stimulating and sustaining reform of pre-college science teaching by being more involved in providing effective and appropriate instruction and models for inquiry to current and future elementary and secondary teachers.

  19. Village Science: A Resource Handbook for Rural Alaskan Teachers.

    ERIC Educational Resources Information Center

    Dick, Alan

    A resource handbook for rural Alaskan teachers covers village science, to make basic science concepts relevant to the physical environment in villages. Material is intended for use as filler for weeks that come up short on science materials, to provide stimulation for students who cannot see the relevance of science in their lives, and to help…

  20. Effective Practices for Training and Inspiring High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  1. A physics department's role in preparing physics teachers: The Colorado learning assistant model

    NASA Astrophysics Data System (ADS)

    Otero, Valerie; Pollock, Steven; Finkelstein, Noah

    2010-11-01

    In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K-12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students' learning gains are typically double the traditional average.

  2. Student Preschool Teachers' Experiences of Science and Its Role in Preschool

    ERIC Educational Resources Information Center

    Thulin, Susanne; Redfors, Andreas

    2017-01-01

    This article reports on student preschool teachers' views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science…

  3. Primary Student Teachers' Ideas about Teaching a Physics Topic

    ERIC Educational Resources Information Center

    Ahtee, Maija; Johnston, Jane

    2006-01-01

    This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…

  4. Physics Teachers' Views on Their Initial Teacher Education

    ERIC Educational Resources Information Center

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  5. Tracking the Career Paths of Physics Teachers in Texas

    NASA Astrophysics Data System (ADS)

    Mount, Jennifer; Marshall, Jill; Fuller, Edward

    2013-10-01

    In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the field longer,2 but increasing the overall supply and retention will not necessarily address localized teacher shortages. To investigate this issue, we obtained a database cataloging every teacher who taught science in Texas public schools from 2003 to 2008, indicating the school where they taught during each of those years, the subjects they taught, and their route to certification. This allowed us to track not only teachers entering and leaving the public school system, but also migration between schools within the system. We found that migration poses a much bigger problem than attrition for some schools. We also found patterns in the movement of physics teachers in Texas that we would not necessarily have predicted and that varied substantially depending on certification.

  6. Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

    NASA Astrophysics Data System (ADS)

    Sechler, Phares Lochiel Coleman

    State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

  7. NewsMars: Express journey to Mars ASE 2003: Knocked out by meteorites Events: Sun-Earth Day ASE 2003: Fun Physics - popular as ever Appointments: Sykes to bring science to the people UK Science Education: The future's bright, the future's science ASE 2003: A grand finale for Catherine Teaching Resources: UK goes to the planets Cambridge Physics Update: Basement physics Conferences: Earth Science Teachers' Association Conference 2003 New Website: JESEI sets sail GIREP: Teacher education seminar Malaysia: Rewards for curriculum change Cambridge Physics Update: My boomerang will come back! Teaching Resources: Widening particiption through ideas and evidence with the University of Surrey Wales: First Ffiseg Events: Nuna: Solar car on tour Physics on Stage: Physics on Stage 3 embraces life Symposium: In what sense a nuclear 'debate'? Gifted and Talented: Able pupils experiencing challenging science Australia: ISS flies high Down Under

    NASA Astrophysics Data System (ADS)

    2003-03-01

    Mars: Express journey to Mars ASE 2003: Knocked out by meteorites Events: Sun-Earth Day ASE 2003: Fun Physics - popular as ever Appointments: Sykes to bring science to the people UK Science Education: The future's bright, the future's science ASE 2003: A grand finale for Catherine Teaching Resources: UK goes to the planets Cambridge Physics Update: Basement physics Conferences: Earth Science Teachers' Association Conference 2003 New Website: JESEI sets sail GIREP: Teacher education seminar Malaysia: Rewards for curriculum change Cambridge Physics Update: My boomerang will come back! Teaching Resources: Widening particiption through ideas and evidence with the University of Surrey Wales: First Ffiseg Events: Nuna: Solar car on tour Physics on Stage: Physics on Stage 3 embraces life Symposium: In what sense a nuclear 'debate'? Gifted and Talented: Able pupils experiencing challenging science Australia: ISS flies high Down Under

  8. Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology

    ERIC Educational Resources Information Center

    Thomas, Julie; Ivey, Toni; Puckette, Jim

    2013-01-01

    The Earth sciences are newly marginalized in K-12 classrooms. With few high schools offering Earth science courses, students' exposure to the Earth sciences relies on the teacher's ability to incorporate Earth science material into a biology, chemistry, or physics course. ''G.E.T. (Geoscience Experiences for Teachers) in the Field'' is an…

  9. Career Exploration in the Physical Sciences.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Center for Vocational and Technical Education.

    The purpose of the teacher's guide is to acquaint ninth grade students with the areas of physical science and the possible occupations within those areas. By exploring some of the basic concepts of chemistry, physics, metallurgy, and geology, students gain insight into the knowledge and skill required by those in occupations related to these…

  10. The "Earth Physics" Workshops Offered by the Earth Science Education Unit

    ERIC Educational Resources Information Center

    Davies, Stephen

    2012-01-01

    Earth science has a part to play in broadening students' learning experience in physics. The Earth Science Education Unit presents a range of (free) workshops to teachers and trainee teachers, suggesting how Earth-based science activities, which show how we understand and use the planet we live on, can easily be slotted into normal science…

  11. Teacher candidates' beliefs about including socioscientific issues in physics and chemistry

    NASA Astrophysics Data System (ADS)

    Barrett, Sarah Elizabeth

    Teaching science for social justice involves a deliberate effort to reconstruct society into something more equitable and just. Introducing socioscientific issues (SSI) into science is one strategy toward this end. However, research indicates that SSI are rarely discussed in the physical sciences even though they exist. This may be due to the beliefs of chemistry and physics teachers with respect to what belongs in these subjects. If we wish to begin to influence these beliefs through initial teacher education, it is essential for teacher educators to understand the origins of these beliefs. In this qualitative study 12 teacher candidates were interviewed at 3 points during a 9 month teacher education program: at the beginning of the course (in September), after the first practicum (in November) and after the second practicum (in March). Teacher candidates' beliefs did not change significantly from the beginning of the study to the end. They displayed varying degrees of commitment to including SSI in their teaching. Based on their (a) conception of the ethics of science, (b) goals for science education, (c) idea of the place of ethics in science (education), and (d) beliefs about including SSI, the teacher candidates were divided into four groups. Four archetypes were derived: "Model Scientist/Engineer", "Model Individual", "Model Teacher", and "Model Citizen". Since these groups are archetypes, none of the participants fits into the categories perfectly but individual teacher candidates demonstrated more characteristics of one archetype than others. Only the 3 Model Citizens were committed to including SSI in their teaching while the others placed the priority on preparing students for the next level of schooling. A model was developed to serve as a microgeneology of teacher candidates' beliefs about including SSI in their teaching. It traced their beliefs from (a) life experiences to (b) conception of ethics and nature of science to (c) goals for science

  12. Women and girls in science education: Female teachers' and students' perspectives on gender and science

    NASA Astrophysics Data System (ADS)

    Crotty, Ann

    Science is a part of all students' education, PreK-12. Preparing students for a more scientifically and technologically complex world requires the best possible education including the deliberate inclusion and full contributions of all students, especially an underrepresented group: females in science. In the United States, as elsewhere in the world, the participation of girls and women in science education and professional careers in science is limited, particularly in the physical sciences (National Academy of Sciences [NAS], 2006). The goal of this research study is to gain a better understanding of the perspectives and perceptions of girls and women, both science educators and students, related to gender and participation in science at the time of an important course: high school chemistry. There is a rich body of research literature in science education that addresses gender studies post---high school, but less research that recognizes the affective voices of practicing female science teachers and students at the high school level (Bianchini, Cavazos, & Helms, 2000; Brown & Gilligan, 1992; Gilligan, 1982). Similarly, little is known with regard to how female students and teachers navigate their educational, personal, and professional experiences in science, or how they overcome impediments that pose limits on their participation in science, particularly the physical sciences. This exploratory study focuses on capturing voices (Brown & Gilligan, 1992; Gilligan, 1982) of high school chemistry students and teachers from selected urban and suburban learning communities in public schools in the Capital Region of New York State. Through surveys, interviews, and focus groups, this qualitative study explores the intersection of the students' and teachers' experiences with regard to the following questions: (1) How do female chemistry teachers view the role gender has played in their professional and personal lives as they have pursued education, degree status, and

  13. Basic Science Living Skills for Today's World. Teacher's Edition.

    ERIC Educational Resources Information Center

    Zellers (Robert W.) Educational Services, Johnstown, PA.

    This document is a teacher's edition of a basic skills curriculum in science for adult basic education (ABE) students. The course consists of 25 lessons on basic science concepts, designed to give students a good understanding of the biological and physical sciences. Suggested activities and experiments that the student can do are also included.…

  14. Teacher Self-Efficacy According to Turkish Cypriot Science Teachers

    ERIC Educational Resources Information Center

    Olmez, Cemil; Ozbas, Serap

    2017-01-01

    This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-Efficacy (TSE) Scale was used as a data source. It was observed that the science teachers' efficacy beliefs about student engagement in…

  15. 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.

  16. Delaware Technical & Community College's response to the critical shortage of Delaware secondary science teachers

    NASA Astrophysics Data System (ADS)

    Campbell, Nancy S.

    This executive position paper examines the critical shortage of Delaware high school science teachers and Delaware Technical & Community College's possible role in addressing this shortage. A concise analysis of economic and political implications of the science teacher shortage is presented. The following topics were researched and evaluated: the specific science teacher needs for Delaware school districts; the science teacher education program offerings at Delaware universities and colleges; the Alternative Route to Teacher Certification (ARTC); and the state of Delaware's scholarship response to the need. Recommendations for Delaware Tech's role include the development and implementation of two new Associate of Arts of Teaching programs in physics secondary science education and chemistry secondary science education.

  17. A Review of Relationship between Prospective Science Teachers' Attitudes towards Science Education and Their Self-Efficacy

    ERIC Educational Resources Information Center

    Türer, Betül; Kunt, Halil

    2015-01-01

    In this research, we aim to review relationship between prospective science teachers' attitudes against science education (physics, chemistry, biology, laboratory) and their self-efficacy. Population of the research constitutes 497 students studying Science Education in Department of Elementary Education in Celal Bayar University Faculty of…

  18. The compatibility of reform initiatives in inclusion and science education: Perceptions of science teachers

    NASA Astrophysics Data System (ADS)

    Chung, Su-Hsiang

    The purposes of this investigation were to examine science teachers' instructional adaptations, testing and grading policies, as well as their perceptions toward inclusion. In addition, whether the perceptions and adaptations differ among three disability areas (learning disabilities, emotional handicaps, and mental handicaps), school level (elementary, middle, and high school), course content (life and physical science), instructional approach (textbook-oriented or activity-oriented), and other related variables was examined. Especially, the intention was to determine whether the two educational reform efforts (inclusion and excellence in science education) are compatible. In this study, 900 questionnaires were mailed to teachers in Indiana and 424 (47%) were returned. Due to incomplete or blank data, 38 (4%) responses were excluded. The final results were derived from a total of 386 respondents contributing to this investigation. The descriptive data indicated that teachers adapted their instruction moderately to accommodate students' special needs. In particular, these adaptations were made more frequently for students with mental handicaps (MH) or learning disabilities (LD), but less for students with emotional handicaps (EH). With respect to testing policies, less than half of the teachers (44.5%) used "same testing standards as regular students" for integrated LD students, while a majority of the teachers (57%) used such a policy for EH students. Unfortunately, considerably fewer teachers modified their grading policies for these two groups of students. In contrast, approximately two thirds of the teachers indicated that they used different testing or grading policies for MH students who were in the regular settings. Moreover, the results also showed that changes in classroom procedure did not occur much in the science teachers' classrooms. Perceptions of science teachers toward inclusion practices were somewhat mixed. Overall, teachers had neutral attitudes

  19. 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.

  20. BOOK REVIEW: The Expertise and Deployment of Science Teachers at Key Stage 4

    NASA Astrophysics Data System (ADS)

    Dobson, Ken

    2000-03-01

    On my bookshelves I have a large collection of the issues of a prestigious research journal dealing with science education. From time to time I dip into the articles in search of enlightenment, applicable ideas or sheer entertainment. It is rare to find success in any of the categories, but I do learn a lot of new words. Or at least how to spell them. It makes me wonder who it is that reads educational research, except other educational researchers. It would be an interesting research project to find out what, if any, practical changes in teaching, learning or the organization of educational establishments resulted from the regular annual supply of research. I would guess that very few practising teachers have access to such learned journals, let alone the time to read them. Another possible readership, Science Advisers, are, as a species, verging on extinction. Of course, `knowledge for its own sake' is not to be despised, but I would rate usable, effective, practicable and knowledge rather higher. Having thus sufficiently annoyed a significant minority of the readership of Physics Education to make them take an interest, I shall go on to review the booklet produced by Donnelly and Jenkins. These two have had the temerity to `explore, in a preliminary way' the topic given in the title. Further, they have dared to expose their work to the common gaze in a short, readable and easily accessible booklet. You might be led to believe from this that they have a strong desire that what they say should have an effect on what really happens in the (south) British educational system. They deal with a topic that anyone with an interest in, and especially with responsibility for, curriculum and its development, in-service education and training and the supply of science teachers should be strongly concerned (i.e. worried) about. Who teaches science? How are they qualified to do so? Are the teachers happy with the match between their qualifications and their teaching roles? And

  1. When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

    NASA Astrophysics Data System (ADS)

    Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

    2013-05-01

    Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to prospective science teachers. Among a total of twenty NOS elements considered by the Chinese science teacher educators to be important ideas to be taught, five were suggested by no less than a half of the educators. They are (1) empirical basis of scientific investigation, (2) logics in scientific investigation, (3) general process of scientific investigation, (4) progressive nature of scientific knowledge, and (5) realist views of mind and natural world. This paper discusses the influence of Marxism, a special socio-cultural factor in China, on Chinese science teacher educators' conceptions of NOS content to be taught to prospective science teachers. We argue the importance of considering ideological traditions (mainly those in general philosophy and religion) when interpreting views of NOS or its content to be taught in different countries and regions and understanding students' conceptual ecology of learning NOS.

  2. Inservice Science Supervisors' Assessments of a Novice Science Teacher's Videotaped Lesson.

    ERIC Educational Resources Information Center

    Zuckerman, June Trop

    The purpose of this paper is to inform novice science teachers and science teacher educators of the pedagogy that science teacher supervisors value. As expert practitioners, supervisors have a perspective quite different from that of both novice teachers and teacher educators. Nine inservice science teacher supervisors assessed a novice teacher's…

  3. Pre-Service Physics Teachers' Ideas on Size, Visibility and Structure of the Atom

    ERIC Educational Resources Information Center

    Unlu, Pervin

    2010-01-01

    Understanding the atom gives the opportunity to both understand and conceptually unify the various domains of science, such as physics, chemistry, biology, astronomy and geology. Among these disciplines, physics teachers are expected to be particularly well educated in this topic. It is important that pre-service physics teachers know what sort of…

  4. Materials Science and Technology Teachers Handbook

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

    Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary

    The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry,more » physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.« less

  5. A Study of the Teaching Process in the Classroom of Selected Physics Teachers.

    ERIC Educational Resources Information Center

    Matthews, Jack Gibson

    In this study a partially-developed category system was modified, and a set of categories was established for describing content instruction used in the classroom by Physical Science Study Committee (PSSC) and non-PSSC physics teachers. Seven physics teachers in the first phase of the study were videotaped to develop the instrument for recording…

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

    ERIC Educational Resources Information Center

    Kind, Vanessa

    2009-01-01

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

  7. Science teachers' worldviews and values regarding nature and the environment

    NASA Astrophysics Data System (ADS)

    Roberts, Wendy P.

    of many of the physical science teachers' belief that their worldviews and values were not revealed in their classroom activities. All of the teachers considered heterogeneous philosophies and value systems to be important components of science education. Describing these teachers' worldviews and value systems is an essential first step in developing a better understanding of teachers' influence in socio-scientific decision making.

  8. Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

    ERIC Educational Resources Information Center

    Kind, Vanessa

    2016-01-01

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

  9. Meaningful Science: Teachers Doing Inquiry + Teaching Science.

    ERIC Educational Resources Information Center

    Kielborn, Terrie L., Ed.; Gilmer, Penny J., Ed.

    This publication relates the experiences of seven K-8 teachers who participated in a science education doctoral cohort group during which each of the teachers engaged in a different real-world scientific research project. The idea was to immerse teachers in scientific research so that they could experience inquiry in science first-hand and become…

  10. Microgravity: A Teacher's Guide With Activities in Science, Mathematics, and Technology

    NASA Technical Reports Server (NTRS)

    Rogers, Melissa J. B.; Vogt, Gregory L.; Wargo, Michael J.

    1997-01-01

    The purpose of this curriculum supplement guide is to define and explain microgravity and show how microgravity can help us learn about the phenomena of our world. The front section of the guide is designed to provide teachers of science, mathematics, and technology at many levels with a foundation in microgravity science and applications. It begins with background information for the teacher on what microgravity is and how it is created. This is followed with information on the domains of microgravity science research; biotechnology, combustion science, fluid physics, fundamental physics, materials science, and microgravity research geared toward exploration. The background section concludes with a history of microgravity research and the expectations microgravity scientists have for research on the International Space Station. Finally, the guide concludes with a suggested reading list, NASA educational resources including electronic resources, and an evaluation questionnaire.

  11. Secondary School Science Teachers' Arguments for the Particulate Nature of Matter

    ERIC Educational Resources Information Center

    Gunnarsson, Robert; Hellquist, Björn; Strömdahl, Helge; Zelic, Dusan

    2018-01-01

    How do secondary school science teachers justify the model of a particulate nature of matter, and how do the arguments they use relate to historical arguments? To find out, we individually interviewed 11 in-service secondary school science teachers (certified to teach chemistry and/or physics in secondary school, and with 2 to 30 years of teaching…

  12. Crossing the Border from Science Student to Science Teacher: Preservice Teachers' Views and Experiences Learning to Teach Inquiry

    NASA Astrophysics Data System (ADS)

    Kang, Emily J. S.; Bianchini, Julie A.; Kelly, Gregory J.

    2013-04-01

    Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead's (Sci Educ 81: 217-238, 1997, Science Educ 85:180-188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313-333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers' attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher.

  13. Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

    NASA Astrophysics Data System (ADS)

    Breslyn, Wayne Gene

    The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

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

    NASA Astrophysics Data System (ADS)

    Wang, Jianlan; Buck, Gayle A.

    2016-08-01

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

  15. Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

    NASA Astrophysics Data System (ADS)

    Yore, Larry D.

    Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

  16. Questions That Science Teachers Find Difficult (II).

    ERIC Educational Resources Information Center

    Goodwin, Alan

    2003-01-01

    Presents some questions that science teachers find difficult. Focuses on three further questions relating to "simple" everyday situations that are normally explained in terms of the kinetic theory of matter. Identifies looking at the difference between chemical and physical changes as the most problematic question. (Author/YDS)

  17. 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.

  18. The Preparation of High School Science Teachers in North Carolina: Baseline Data for the 1980's. Science Education Report.

    ERIC Educational Resources Information Center

    Anderson, Norman D.

    From 1968 to 1970, three separate studies of North Carolina science teachers were conducted in the areas of biology (N=177), chemistry (N=101), and physics (N=71). The three studies shared three major purposes, to determine: the academic preparation of the science teachers being investigated, (2) the relationship between the level of academic…

  19. Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

    NASA Astrophysics Data System (ADS)

    Canipe, Martha Murray

    Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the

  20. Investigation of urban science teachers' pedagogical engagements: Are urban science teachers culturally responsive?

    NASA Astrophysics Data System (ADS)

    Udokwu, Chukwudi John

    This study utilized mixed methodology of quantitative and qualitative research approach to explore the current pedagogical engagements of twenty middle school urban science teachers in the Midwest region of the United States. It qualitatively examined twelve of these teachers' knowledge of culturally responsive pedagogy. The study investigated the following questions: What are the current pedagogical practices of urban middle school science teachers? To what extent are middle school science teachers' pedagogical practices in urban schools culturally responsive? What are urban students' perspectives of their teachers' current pedagogical engagements? The design of the study was qualitative and quantitative methods in order to investigate these teachers' pedagogical practices. Data collections were drawn from multiple sources such as lesson plans, students' sample works, district curriculum, surveys, observational and interview notes. Analysis of collected data was a mixed methodology that involved qualitative and quantitative methods using descriptive, interpretative, pattern codes, and statistical procedures respectively. Purposeful sampling was selected for this study. Thus, demographically there were twenty participants who quantitatively took part in this study. Among them were seven (35%) males and thirteen (65%) females, three (15%) African Americans and seventeen (85%) Caucasians. In determining to what extent urban science teachers' pedagogical practices were culturally responsive, eight questions were analyzed based on four cluster themes: (a) teachers' social disposition, (b) culturally responsive curriculum, (c) classroom interactions, and (d) power pedagogy. Study result revealed that only five (25%) of the participants were engaged in culturally responsive pedagogy while fifteen (75%) were engaged in what Haberman (1991) called the pedagogy of poverty. The goal was to investigate urban science teachers' pedagogical engagements and to examine urban

  1. Teachers' voices: A comparison of two secondary science teacher preparation programs

    NASA Astrophysics Data System (ADS)

    Kohlhaas Labuda, Kathryn

    This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers

  2. Future Science Teachers' Understandings of Diffusion and Osmosis Concepts

    ERIC Educational Resources Information Center

    Tomazic, Iztok; Vidic, Tatjana

    2012-01-01

    The concepts of diffusion and osmosis cross the disciplinary boundaries of physics, chemistry and biology. They are important for understanding how biological systems function. Since future (pre-service) science teachers in Slovenia encounter both concepts at physics, chemistry and biology courses during their studies, we assessed the first-,…

  3. Making Philosophy of Science Education Practical for Science Teachers

    NASA Astrophysics Data System (ADS)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-04-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

  4. The Role of Online Communities of Practice in Promoting Sociotechnical Capital among Science Teachers

    ERIC Educational Resources Information Center

    Karam, Rita; Straus, Susan G.; Byers, Albert; Kase, Courtney A.; Cefalu, Matthew

    2018-01-01

    This study explores the diffusion of Web 2.0 technologies among science educators and the ways that these technologies are used to build teacher professional communities of practice (CoP) in life sciences and physical sciences. We used surveys and web analytics collected over a 21-month period to examine factors that motivate teachers to…

  5. Secondary school physics teachers' conceptions of scientific evidence: A collective case study

    NASA Astrophysics Data System (ADS)

    Taylor, Joseph A.

    conducting similar studies in other physics content areas as well as other scientific disciplines. Implications for science teacher education suggested that science and science methods courses encourage the construction of evidence-based arguments, as well as engagement in peer review and critique.

  6. Mentoring New Science Teachers

    ERIC Educational Resources Information Center

    Shea, Kathleen; Greenwood, Anita

    2007-01-01

    Most experienced high school science teachers are asked at some point to serve as a mentor to a novice teacher. While mentor-training programs have been established in many states, they often only focus on how the mentor can help new science teachers understand and negotiate the school culture, such as how the school runs and where supplies are…

  7. Physical Attacks: An Analysis of Teacher Characteristics Using the Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Williams, Thomas O., Jr.; Ernst, Jeremy V.

    2016-01-01

    This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in…

  8. Relating Aerospace to Physical Science Grades 7-12.

    ERIC Educational Resources Information Center

    Williams, Mary H.; Rademacher, Jean

    This guide is intended to provide the teacher of secondary school physical science classes with a source of information about recent applications, discoveries, and innovations in aerospace. Each section of the guide is subdivided into parts in which objectives are listed, background information for the use of the teacher and/or the student is…

  9. News Conference: The Big Bangor Day Meeting Lecture: Charterhouse plays host to a physics day Festival: Science on Stage festival 2013 arrives in Poland Event: Scottish Physics Teachers' Summer School Meeting: Researchers and educators meet at Lund University Conference: Exeter marks the spot Recognition: European Physical Society uncovers an historic site Education: Initial teacher education undergoes big changes Forthcoming events

    NASA Astrophysics Data System (ADS)

    2013-09-01

    Conference: The Big Bangor Day Meeting Lecture: Charterhouse plays host to a physics day Festival: Science on Stage festival 2013 arrives in Poland Event: Scottish Physics Teachers' Summer School Meeting: Researchers and educators meet at Lund University Conference: Exeter marks the spot Recognition: European Physical Society uncovers an historic site Education: Initial teacher education undergoes big changes Forthcoming events

  10. Terra Firma: "Physics First" for Teaching Chemistry to Pre-Service Elementary School Teachers

    ERIC Educational Resources Information Center

    More, Michelle B.

    2007-01-01

    A pre-service elementary school teacher chemistry class that incorporates the physics first idea is described. This class is taught basic physics followed by introductory chemistry and the students' response indicates that both science literacy and science interest increase using this method.

  11. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    NASA Astrophysics Data System (ADS)

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  12. Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers

    ERIC Educational Resources Information Center

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

    2013-01-01

    A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…

  13. Valid and Reliable Science Content Assessments for Science Teachers

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  14. Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

    ERIC Educational Resources Information Center

    Korur, Fikret; Eryilmaz, Ali

    2012-01-01

    Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

  15. A Course in Earth System Science: Developed for Teachers by Teachers

    NASA Astrophysics Data System (ADS)

    Wong, K.; Read, K.; Charlevoix, D.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

    2008-12-01

    ESES 202 is a new general education course in physical science at the University of Illinois's School of Earth, Society and Environment, designed for pre-service K-8 teachers. The goal of the course is to help future classroom teachers become confident with teaching earth science content. The designers of this course include a faculty expert in earth system science, a pre-service teacher and a former middle school science teacher. The goal of the in the curriculum design was to utilize the unique perspectives and experiences of our team. Our poster will highlight the unique nature of the curriculum development outlining the challenges and successes of designing the course. The general format of the class will be a combination of discussions, hands on experiences, and opportunities for students to design their own lessons. Class meetings will be once per week in a three-hour block, allowing students to immediately transfer new content knowledge into classroom activities. The end goal is that they can use these same activities with their students once they are practicing teachers. The content of the course shall be taught using an earth systems approach by showing the relationships among the four spheres: biosphere, hydrosphere, atmospheric, and anthrosphere. There are five units in the course: Introduction to Earth Systems, Carbon Cycle, Water Quality, El Niño and Climate Change. In addition to the science portion of the course, students will spend time reflecting on the classroom activities from the perspective of future educators. Activities will be presented at a late elementary school level; however, time will be devoted to discussing methods to adapt the lesson to different grade levels and differentiation needs within a classroom. Additionally, students in this course will be instructed on how to utilize a multitude of resources from stream tables to science education databases to prepare them for the dynamic nature of the classroom. By the end of the class

  16. Toward a gender-sensitive model of science teacher education for women primary and early childhood teachers

    NASA Astrophysics Data System (ADS)

    Bearlin, Margaret

    1990-01-01

    Female teachers predominate in primary schools, and tend both to have more negative perceptions of their teaching skills in the physical sciences than males, and to expect girls to perform less well in these areas than boys, with likely serious consequences for girls. In this context the WASTE (Women and Science Teacher Education) Project sought to identify characteristics for teacher education programs which, in the opinion of their conveners, were productive in changing the attitude toward the teaching of science, or in changing the actual mode of teaching science, of women preservice and practising teachers. This paper reports the findings of the WASTE Project which surveyed the conveners of pre- and inservice programs and outlined the three models of exemplary practice used to classify responses: subject-centred, learner-centred and knowledge and person-centred. These models were based largely on differing explanations given for attitude change and on implicit concepts of knowledge, persons, and teaching and learning, and on the importance attributed to gender as a variable. Secondly, it shows how the Primary and Early Childhood Science and Technology Education Project, a gender-sensitive action-research project, was built on these findings. Finally, using these models, it offers a critique of the gender perspective of the Discipline Review of Teacher Education (DEET, 1989).

  17. News Festival: Science on stage deadline approaches Conference: Welsh conference attracts teachers Data: New phase of CERN openlab tackles exascale IT challenges for science Meeting: German Physical Society holds its physics education spring meeting Conference: Association offers golden opportunity in Norway Competition: So what's the right answer then?

    NASA Astrophysics Data System (ADS)

    2012-07-01

    Festival: Science on stage deadline approaches Conference: Welsh conference attracts teachers Data: New phase of CERN openlab tackles exascale IT challenges for science Meeting: German Physical Society holds its physics education spring meeting Conference: Association offers golden opportunity in Norway Competition: So what's the right answer then?

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

    NASA Astrophysics Data System (ADS)

    Lohwasser, Karin

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

  19. First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

    NASA Astrophysics Data System (ADS)

    Chin, Chi-Chin

    2005-10-01

    Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

  20. 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…

  1. Energy. Physical Science in Action. Teacher's Manual and Workbook.

    ERIC Educational Resources Information Center

    Sneider, Cary I.; Piccotto, Henri

    The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…

  2. Sound. Physical Science in Action. Teacher's Manual and Workbook.

    ERIC Educational Resources Information Center

    Chan, Janis Fisher; Friedland, Mary

    The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…

  3. ``It depends on what science teacher you got'': urban science self-efficacy from teacher and student voices

    NASA Astrophysics Data System (ADS)

    Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

    2011-12-01

    In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers' effectiveness in the classroom impacts students' science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers' perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students' interests and motivation to learn science using a framework to link teachers' sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers' sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.

  4. Preparing "Professional" Science Teachers: Critical Goals.

    ERIC Educational Resources Information Center

    Dass, Pradeep Maxwell

    This paper focuses on pre-service teacher education and elaborates on the critical importance of three attributes to the development of professional science teachers: (1) science teachers must be reflective practitioners of their profession; (2) all instructional practice and decisions of science teachers must be backed by a research-based…

  5. Are the Competencies of Science Teachers and the Scientific Literacy of Society Essential for Success of Physics Students?

    NASA Astrophysics Data System (ADS)

    Turlo, Jozefina

    2010-02-01

    It is well known that students' interest in physics and technical subjects decreased dramatically in the USA and Europe during the recent years. Why did this happen?? Does the problem lie in wider socio-cultural changes, and the ways in which young people in developed countries now live and wish to shape their lives? Or is it due to failings within science education itself? To answer these questions the Nuffield Foundation (UK) took a decision to examine the actual state of art in science education in Europe and as the result a special Committee in January 2008 published a Report to the Nuffield Foundation on: ``Science Education in Europe: Critical Reflections.'' The main messages of this report are: There are shortcomings in curriculum, pedagogy, assessment and especially in science teacher competencies, but the deeper problem is one of the fundamental purpose. School science education, has never provided a satisfactory education for the majority. Now the evidence is that it is failing in its original purpose, to provide a route into science for future scientists. In such a context, to do nothing is not an option! Thus, there will be some recommendations and conclusions elaborated by the experienced European team of science educators (19) under supervision of Prof. Osborne and Dr. Dillon described, discussed and commented. But as far as the enhancement of ``scientific literacy'' of students and society is concerned, I believe that teachers, in the first place, are the real ``driving force'' of educational change in schools and in the society. Though education of teachers in Europe is very diversified, some patterns can be observed, some trends and examples of good practice identified, and on these I am going to reflect. )

  6. Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning

    ERIC Educational Resources Information Center

    Wiyanto; Widiyatmoko, Arif

    2016-01-01

    According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative…

  7. Making Philosophy of Science Education Practical for Science Teachers

    ERIC Educational Resources Information Center

    Janssen, F. J. J. M.; van Berkel, B.

    2015-01-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

  8. When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

    ERIC Educational Resources Information Center

    Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

    2013-01-01

    Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content…

  9. Professional development for science teachers.

    PubMed

    Wilson, Suzanne M

    2013-04-19

    The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

  10. Science Communication in Teacher Personal Pronouns

    NASA Astrophysics Data System (ADS)

    Oliveira, Alandeom W.

    2011-09-01

    In this study, I explore how personal pronouns used by elementary teachers during science inquiry discussions communicate science and frame teacher-student-science relations. A semiotic framework is adopted wherein teacher pronominal choices are viewed as symbolically expressing cognitive meanings (scientific thinking, forms of expression, and concepts) and indexically communicating social meanings (hidden messages about social and personal aspects of science-human agency, science membership, and gender). Through the construction of interactional maps and micro-ethnographic analysis of classroom video-recordings, I focus specifically on participant examples (oral descriptions of actual or hypothetical situations wherein the teacher presents herself and/or her students as characters to illustrate topics under discussion). This analysis revealed that the teacher use of the generalised you communicated to the students how to mean scientifically (i.e. to speak like a scientist), while I communicated scientific ways of thinking and reasoning. Furthermore, teacher pronouns communicated the social nature of science (NOS) (e.g. science as a human enterprise) as well as multiple teacher-student-science relational frames that were inclusive of some students (mainly boys) but excluded girls (i.e. positioned them as science outsiders). Exclusive use of he was taken as indicative of a gender bias. It is argued that science teachers should become more aware of the range of personal pronouns available for science instruction, their advantages and constraints for science discussions, their potential as instructional tools for humanising and personalising impersonal science curricula as well as the risk of 'NOS' miscommunication.

  11. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    NASA Astrophysics Data System (ADS)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  12. Teacher talk about science: An examination of the constructed understanding of science held by four elementary school teachers

    NASA Astrophysics Data System (ADS)

    Price, Robert John

    The elementary school teacher's personal understanding of science has not been a primary focus of consideration in educational reform discussions. This study examines how four elementary school teachers have constructed their personal understanding of science. The purpose of this study is to explore core understandings about science held by these teachers, and to examine the origins of these ideas. This study assumes that a teacher's understanding of science is unique and constructed on personal experiences affected by influences. This study further explores the relationship of the teachers understanding to the school's stated curriculum. The theoretical framework of this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; the teacher plays an important role in the implementation of the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power that emerges from discourse. The methodology in this qualitative study is closely associated with narrative inquiry. Data collection methods include a questionnaire, focus group sessions, and individual interviews. Teachers' stories were collected through collaborative interview opportunities between the researcher and the participants. The findings are presented through the narratives of the four teachers, and are organized through the guiding influences, and talk related to the stated science curriculum. The teachers' talk can be categorized by three broad guiding influences: family, education, and an image of science. The talk related to the stated curriculum illustrates both conflicts, and a relationship between the teachers' understanding of science and the curriculum. The finding of this study provides evidence that each teacher's understanding of science is unique and developed over time. Additionally, this understanding plays a role in how the stated curriculum is discussed and

  13. Definitions of Physical Concepts: A Study of Physics Teachers' Knowledge and Views. Research Report

    ERIC Educational Resources Information Center

    Galili, Igal; Lehavi, Yaron

    2006-01-01

    A study was made of the ability of a population of high-school physics teachers to define physics concepts and of their views regarding the importance of such definitions. It was found possible to arrange the definitions accumulated in categories, and the classification so obtained was consonant with that of the philosophy of science. Although the…

  14. Grand Challenges in Physics Education Research: Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Heron, Paula

    2015-04-01

    The courses, curricula and programs that produce new K-12 teachers have been the subject of research in the physics education community for many years. In terms of recruitment, curricula, and mentoring, programs and pathways vary considerably from institution to institution. Each program addresses many different aspects of teaching including knowledge of the content and familiarity with best teaching practices. At the same time, even within physics (or physical science) there is a broad range of student outcomes that are considered important, including acquisition of factual knowledge, development of skill with disciplinary practices, and positive attitudes toward the discipline and one's own abilities. Given the broad range of both input and outcome variables it is no surprise that there are very few clear answers about the impact of teacher preparation on teachers, students and society. In this talk I will summarize some of the main findings to date, and identify some areas where much more research is needed.

  15. A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

    NASA Astrophysics Data System (ADS)

    Markic, Silvija; Eilks, Ingo

    2012-03-01

    The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and-even more pronouncedly-freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.

  16. Targeted Courses in Inquiry Science for Future Elementary School Teachers

    ERIC Educational Resources Information Center

    Steinberg, Richard; Wyner, Yael; Borman, Greg; Salame, Issa I.

    2015-01-01

    This study reports on targeted science courses for undergraduate childhood education majors. We describe an inquiry-oriented, three-course sequence spanning physical, life, and environmental science. All three courses are hands-on and are designed to reflect the content and pedagogy most important to future elementary school teachers.

  17. Differentiating Science Instruction: Secondary science teachers' practices

    NASA Astrophysics Data System (ADS)

    Maeng, Jennifer L.; Bell, Randy L.

    2015-09-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  18. Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom

    NASA Astrophysics Data System (ADS)

    De Carvalho, Roussel

    2016-06-01

    Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.

  19. Physics Teachers' Future Teaching Plans

    ERIC Educational Resources Information Center

    Physics Teacher, 2012

    2012-01-01

    There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first…

  20. Science Teacher Leaders: Exploring Practices and Potential

    NASA Astrophysics Data System (ADS)

    Stinson, John Kevin

    It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes.

  1. Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

    2009-05-01

    In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

  2. 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…

  3. The Big Picture: Pre-Service Teachers' Perceptions of "Expert" Science Teachers

    ERIC Educational Resources Information Center

    McKinnon, Merryn; Perara, Sean

    2015-01-01

    This study adapted the Draw-A-Science-Teacher Test to compare 22 pre-service teachers' perceptions of their own strengths as science teachers against their perceived strengths of expert science teachers. The drawings identified a disconnection between theory and practice that we revisit in the literature. Our findings from this pilot study are…

  4. Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

    ERIC Educational Resources Information Center

    National Science Teachers Association (NJ1), 2007

    2007-01-01

    The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

  5. 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.

  6. Science Teacher Education: An International Perspective.

    ERIC Educational Resources Information Center

    Abell, Sandra K., Ed.

    This book presents reform efforts in science teacher education from an international perspective. Chapters include: (1) "International Perspectives on Science Teacher Education: An Introduction" (Sandra K. Abell); (2) "The Development of Preservice Elementary Science Teacher Education in Australia" (Ken Appleton, Ian S. Ginns,…

  7. Science as experience, exploration, and experiments: elementary teachers' notions of `doing science'

    NASA Astrophysics Data System (ADS)

    Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B.

    2017-11-01

    Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science - both in and out of schools - throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers' narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers' science-related experiences in order to lay the groundwork for making connections between teachers' personal experiences and professional practice. This work demonstrates that teachers' storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers' science practice.

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

    NASA Astrophysics Data System (ADS)

    Stephenson, Robert L.

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

  9. The DESTIN: Preservice Teachers' Drawings of the Ideal Elementary Science Teacher

    ERIC Educational Resources Information Center

    Mensah, Felicia Moore

    2011-01-01

    The aim of this study is to report findings from the Drawing-Elementary-Science-Teacher-Ideal-Not, or the DESTIN procedure. The study utilizes a simple drawing procedure accompanied by a narrative and discussion for understanding preservice teachers' images of science, science teaching, and the science teacher. Ninety drawings from two sections of…

  10. 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

  11. Physical Sciences: Curriculum Resources and Activities for School Librarians and Teachers.

    ERIC Educational Resources Information Center

    Bain, Amy; Richer, Janet; Weckman, Janet

    This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

  12. Crossing the Border from Science Student to Science Teacher: Preservice Teachers' Views and Experiences Learning to Teach Inquiry

    ERIC Educational Resources Information Center

    Kang, Emily J. S.; Bianchini, Julie A.; Kelly, Gregory J.

    2013-01-01

    Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry…

  13. Science teacher orientations and PCK across science topics in grade 9 earth science

    NASA Astrophysics Data System (ADS)

    Campbell, Todd; Melville, Wayne; Goodwin, Dawne

    2017-07-01

    While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher's classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher's practice, and orientation, can vary, dependent on the context and science topics taught.

  14. Towards Building Science Teachers' Understandings of Contemporary Science Practices

    ERIC Educational Resources Information Center

    Lancaster, Greg; Corrigan, Deborah; Fazio, Lisa; Burke, Joanne; Overton, David

    2017-01-01

    Faculties of Education and Science at Monash University have designed a Masters unit to assist pre-service and in-service science teachers in exploring the practices of contemporary science and examine how varied understandings can influence science communication. Teachers are encouraged to explore their current understandings of the Nature of…

  15. 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

  16. Enhancing Pre-Service Physics Teachers' Perceived Self-Efficacy of Argumentation-Based Pedagogy through Modelling and Mastery Experiences

    ERIC Educational Resources Information Center

    Ogan-Bekiroglu, Feral; Aydeniz, Mehmet

    2013-01-01

    This study explored the impact of explicit instruction on argumentation-based pedagogy, coupled with modelling and hands-on learning activities on pre-service physics teachers' perceived self-efficacy to teach science through argumentation. Participants consisted of 24 pre-service physics teachers attending an established teacher education program…

  17. Astronomy in the Initial Formation of Sciences Teachers

    NASA Astrophysics Data System (ADS)

    Costa, Samuel; Euzébio, Geison João; Damasio, Felipe

    2016-12-01

    Although astronomy is considered one of the older sciences of mankind, its teaching in basic education is facing problems. It is the school responsibility the dissemination of correct scientific concepts, including those related to Astronomy. This study was conducted at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus Araranguá. In this article, we aimed to present the activities developed to help the formation of teachers, training undergraduate students in Natural Sciences with specialization in Physics to contribute to the dissemination and improvement of the teaching-learning of Astronomy. This paper presents the process and results of the evaluation of that training program. Analyses of the activity from the perspective of the participants are indicated and additional considerations are made regarding its use as a resource for teaching Astronomy and for teacher training.

  18. Supporting Newly Hired Science Teachers

    ERIC Educational Resources Information Center

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

    2014-01-01

    New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…

  19. BHP Billiton Science Teacher Awards

    ERIC Educational Resources Information Center

    Chittleborough, Gail; Campbell, Coral

    2012-01-01

    The prestigious BHP Billiton Science Teacher Awards are awarded annually to one teacher from each state of Australia. The awards recognise and value the time and effort that teachers give to the profession and to students conducting scientific research projects. This paper examines the Science Award scheme to identify the characteristics common to…

  20. Blight! An Event-Based Science Module. Teacher's Guide. Plants and Plant Diseases Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school life science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  1. Fire!: An Event-Based Science Module. Teacher's Guide. Chemistry and Fire Ecology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  2. Teachers Learning to Teach Science by Doing Science at the University of Arizona

    NASA Astrophysics Data System (ADS)

    Mangin, K. L.; Thompson, R. M.; Wilch, M.

    2006-12-01

    Many departments across the College of Science at the University of Arizona provide the opportunity for teachers to do original scientific research. These programs either provide skills and curriculum that can be translated into the classroom or include direct participation by K-12 students with their teachers. This paper introduces three of the many unique programs that UA offers for teacher professional development. The College of Science offers a teacher professional development course to accompany a public lecture series that runs each semester on a different topic of current social and scientific interest. During the Spring 2006 semester, the series subject was evolution, with attendance at each lecture running in excess of 600. This fall, the topic is climate change. In addition to attending lectures and participating in group discussions with the speakers, the teachers conduct research into regional climate change using the Western Regional Climate Center's publicly available, web-hosted climate data. The teachers brainstorm about possible influences on the data other than anthropogenic alteration of atmospheric composition, and control for these influences in their experimental design as best they can. Such influences might include urbanization, instrumental change, and natural variability. The College of Science is developing collaborations with community partners, including a local high school science magnet and a high school in the Galapagos Islands. Among several programs created in partnership with Tucson High School, Science and Nature in Tandem for Youth (SANITY) brings science teachers and students to the Southwest Research Station to conduct ecological research of their own design including the investigation of the effects of drought and other physical factors on the biosphere. The Southwest Research Station is located in the Chiricahua Mountains, one of the so-called "sky islands" and a crucial cradle of biodiversity vulnerable to the effects of

  3. Science Teacher Retention: Mentoring and Renewal. Issues in Science Education.

    ERIC Educational Resources Information Center

    Rhoton, Jack, Ed.; Bowers, Patricia, Ed.

    This book discusses science teacher retention and renewal, what kinds of problems beginner teachers face, mentoring programs, and intervention programs that support beginner teachers. Chapters include: (1) "Turnover and Shortages among Science and Mathematics Teachers in the United States" (Richard M. Ingersoll); (2) "Comprehensive Teacher…

  4. Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas

    NASA Astrophysics Data System (ADS)

    Luna, Melissa Jo

    Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This

  5. Factors that affect the physical science career interest of female students: Testing five common hypotheses

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sonnert, Gerhard; Sadler, Philip M.

    2013-12-01

    There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using multivariate matching methods on national data drawn from the Persistence Research in Science and Engineering (PRiSE) project (n=7505), we test the following five commonly held beliefs regarding what factors might impact females’ physical science career interest: (i) having a single-sex physics class, (ii) having a female physics teacher, (iii) having female scientist guest speakers in physics class, (iv) discussing the work of female scientists in physics class, and (v) discussing the underrepresentation of women in physics class. The effect of these experiences on physical science career interest is compared for female students who are matched on several factors, including prior science interests, prior mathematics interests, grades in science, grades in mathematics, and years of enrollment in high school physics. No significant effects are found for single-sex classes, female teachers, female scientist guest speakers, and discussing the work of female scientists. However, discussions about women’s underrepresentation have a significant positive effect.

  6. Revolutionizing Climate Science: Using Teachers as Communicators

    NASA Astrophysics Data System (ADS)

    Warburton, J.; Crowley, S.; Wood, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the Polar Regions. Teachers are the dynamic conduits for communicating climate science. In the PolarTREC final report, researchers found that teachers were vital in refining the language of their science and have shaped the goals of the scientific project. Program data demonstrates that science in classrooms is better understood when teachers have a full-spectrum grasp of project intricacies from defining the project, to field data collection, encountering situations for creativity and critical thinking, as well as participating in data and project analysis. Teachers' translating the authentic scientific process is integral in communicating climate science to the broader public. Teachers playing a major role in polar science revolutionize the old paradigm of "in-school learning". Through daily online journaling and forums, social media communication, live webinars with public, and professional development events, these teachers are moving beyond classrooms to communicate with society. Through teachers, climate policy can be shaped for the future by having scientifically literate students as well as assessable science. New paradigms come as teachers attain proficient levels of scientific understanding paired with the expert abilities for communication with years of experience. PolarTREC teachers are a model for new interactions peer-to-peer learning and mentorship for young scientists. Our programmatic goal is to expand the opportunities for PolarTREC teachers to share their involvement in science with additional formal and informal educators. 'Teaching the teachers' will reach exponential audiences in media, policy, and classrooms. Modeling this program, we designed and conducted a teacher training on climate science in Denali National Park. Utilizing expert university

  7. 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…

  8. Putting the “Spark” into Physical Science and Algebra

    NASA Astrophysics Data System (ADS)

    Dagenais, Andre; Pill, B.

    2006-12-01

    The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available. Funded by NSF Research Experience for Teachers(RET #0322633) program under the direction of Dr. Dennis Prather, University of Delaware Electrical Engineering

  9. Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture

    ERIC Educational Resources Information Center

    Eshach, Haim; Wu, Hsin-Kai; Hwang, Fu-Kwun; Hsu, Ying-Shao

    2014-01-01

    There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers' attitudes toward WCDD by considering cultural perspectives and describe…

  10. A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme

    ERIC Educational Resources Information Center

    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…

  11. Pre-service science teachers' perceptions of mathematics courses in a science teacher education programme

    NASA Astrophysics Data System (ADS)

    Incikabi, Lutfi; Serin, Mehmet Koray

    2017-08-01

    Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and their expectations regarding the difficulty level of mathematics courses in science-teaching education programmes. Second, the study investigates changes and the reasons behind the changes in their interest regarding mathematics after completing these courses. Third, the current study seeks to reveal undergraduate science teachers' opinions regarding the contribution of undergraduate mathematics courses to their professional development. Being qualitative in nature, this study was a case study. According to the results, almost all of the students considered that undergraduate mathematics courses were 'difficult' because of the complex and intensive content of the courses and their poor background mathematical knowledge. Moreover, the majority of science undergraduates mentioned that mathematics would contribute to their professional development as a science teacher. On the other hand, they declared a negative change in their attitude towards mathematics after completing the mathematics courses due to continuous failure at mathematics and their teachers' lack of knowledge in terms of teaching mathematics.

  12. Beyond the Professional Development Academy: Teachers' Retention of Discipline-Specific Science Content Knowledge throughout a 3-Year Mathematics and Science Partnership

    ERIC Educational Resources Information Center

    Clary, Renee M.; Elder, Anastasia; Dunne, James; Saebo, Svein; Beard, Debbie; Wax, Charles; Tucker, Deborah L.

    2018-01-01

    The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…

  13. Chemistry Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume III.

    ERIC Educational Resources Information Center

    Crosby, Glenn; And Others

    A group of scientists and science educators of Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Chemistry block of the physical science courses developed by the group. Included are…

  14. Geology Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume IV.

    ERIC Educational Resources Information Center

    Webster, Gary

    A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Geology block of the physical science courses developed by the group. Included are…

  15. Astronomy Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume I.

    ERIC Educational Resources Information Center

    Lutz, Julie H.; Orlich, Donald C.

    A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Astronomy block of the physical science courses developed by the group. Included are…

  16. Science teachers in deaf education: A national survey of K-8 teachers

    NASA Astrophysics Data System (ADS)

    Shaw, Cynthia

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p < .05, deaf teachers were more familiar than hearing teachers with the ASL/English Bilingual Star School program (chi2 (1, N = 67) = 8.49, p < .01). Deaf teachers participated more in the Star Schools training compared to hearing teachers (chi2 (1, N = 67) = 14.15, p < .001). Deaf teachers compared to hearing teachers were more likely to use the bilingual strategy, translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended

  17. SKyTeach: Addressing the need for Science and Math Teachers in Kentucky

    NASA Astrophysics Data System (ADS)

    Bonham, Scott

    2008-10-01

    The shortage of good science and math teachers is a chronic problem that threatens to undermine the future of our profession and economy. While our world is becoming increasingly dependent on technology, many high schools do not even offer physics, in part due to of the unavailability of a qualified teacher. The entire state of Kentucky typically produces 0-2 new physics teachers per year, compared to 200+ elementary teachers per year from WKU alone. The picture is not much better in math and other sciences. SKyTeach is a new program at WKU to address this great need and is part of a national effort to replicate the successful UTeach program. The University of Texas UTeach program graduates 70-90 new math and science teachers a year, in the process providing them with a strong preparation based on current research on how people learn science and math, experience teaching in real classrooms from the start, and strong mentoring and support. UTeach graduates stay in the classroom at rates above the national average, and some fairly quickly move into leadership positions within their schools. A key element is good collaboration between the college of science, that of education, local P-12 schools, and others. Last year thirteen universities across the nation were selected as part of an effort to replicate the UTeach program nation-wide. This effort is supported by the National Science and Math Initiative in a partnership with the UTeach Institute. Our first cohort of students has started this fall, and we have had many successes and challenges as we move forward.

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

    ERIC Educational Resources Information Center

    Schneider, Rebecca M.; Plasman, Kellie

    2011-01-01

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

  19. Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

    NASA Astrophysics Data System (ADS)

    Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

    2010-06-01

    Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring discussions between the instructor and the participants in the course, which revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in school science and in school physics.

  20. Becoming a science teacher: The competing pedagogies of schools and teacher education

    NASA Astrophysics Data System (ADS)

    Rozelle, Jeffrey J.

    A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

  1. Preschool Teachers' Attitudes and Beliefs Toward Science

    NASA Astrophysics Data System (ADS)

    Lloyd, Sharon Henry

    In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.

  2. Job Satisfaction Levels of Secondary School Physics, Chemistry and Biology Teachers

    ERIC Educational Resources Information Center

    Maskan, A. Kadir

    2014-01-01

    The purpose of this study is to determine the job satisfaction levels of the teachers participating in the study and to investigate whether their job satisfaction levels differ with respect to certain variables. The participants of the study were 297 science teachers (physics: 104, chemistry: 105, biology: 87 and 1 N/A) from secondary schools in…

  3. The pedagogy of argumentation in science education: science teachers' instructional practices

    NASA Astrophysics Data System (ADS)

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-07-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

  4. Simple webs of natural environment theme as a result of sharing in science teacher training

    NASA Astrophysics Data System (ADS)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-03-01

    Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

  5. Examining the Sustainability of Teacher Learning Following a Year-Long Science Professional Development Programme for Inservice Primary School Teachers

    ERIC Educational Resources Information Center

    Drits-Esser, Dina; Gess-Newsome, Julie; Stark, Louisa A.

    2017-01-01

    This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  7. Role Specific Pupil/Science Teacher Interpersonal Compatibility and Science Attitudes.

    ERIC Educational Resources Information Center

    Vargo, Robert A.; Schafer, Larry E.

    As science teaching becomes more inquiry oriented, science teachers are interacting more frequently with individual students. With increased interaction, pupil/science teacher interpersonal compatibility most likely contributes significantly to the development of students' science attitudes. The purpose of the present study was to examine the…

  8. Teachers' Understanding and Operationalisation of `Science Capital'

    NASA Astrophysics Data System (ADS)

    King, Heather; Nomikou, Effrosyni; Archer, Louise; Regan, Elaine

    2015-12-01

    Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students' science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n = 10), observations of classroom practices and analyses of the teachers' accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed.

  9. How Does a Physical Education Teacher Become a Health and Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lynch, Timothy

    2017-01-01

    The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not…

  10. Teacher beliefs and cultural models: A challenge for science teacher preparation programs

    NASA Astrophysics Data System (ADS)

    Bryan, Lynn A.; Atwater, Mary M.

    2002-11-01

    The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell, J Res Sci Teaching, 36, 121-140, 1999; Harrington & Hathaway, J Teacher Education, 46, 275-284, 1995; Hollingsworth, Am Educational Res J, 26(2), 160-189, 1989; Olmedo, J Teaching Teacher Education, 13, 245-258, 1997; Tobin & LaMaster, J Res Sci Teaching, 32, 225-242, 1995). Furthermore, prior to student teaching, preservice teachers need to be at least culturally sensitive teachers (Gillette, In Teacher Thinking in Cultural Contexts, F. A. Rios (Ed.); Albany, NY: State University of New York Press; 1996, pp. 104-128). Science educators need to continue to identify those beliefs and practices that undergird desirable and equitable science instruction.

  11. Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers

    ERIC Educational Resources Information Center

    Loverude, Michael E.; Gonzalez, Barbara L.; Nanes, Roger

    2011-01-01

    We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat…

  12. Integrating Science and Language Arts: A Sourcebook for K-6 Teachers.

    ERIC Educational Resources Information Center

    Shaw, Donna Gail; Dybdahl, Claudia S.

    The purpose of this sourcebook is to provide elementary classroom teachers with meaningful ideas and activities for supplementing their science and language arts programs. Five general topics encompassing the earth, life, and physical science have been selected as units and further subdivided into chapters. Each chapter contains a multitude of…

  13. Preparing High School Physics Teachers.

    ERIC Educational Resources Information Center

    Green, Ben A., Jr.; And Others

    Reported are (1) the status of preparation of physics teachers, and (2) recommendations for improving programs preparing physics teachers. The seriously declining high school physics enrollments are attributed, in part, to the shortage, or absence, of competent teachers. The effect this might have on the future supply of physicists is a major…

  14. Expanding Science Teacher Preparation: the Role of External Funding

    NASA Astrophysics Data System (ADS)

    Lindberg, John M.; Vokos, S.; Seeley, L.; Close, E.

    2006-12-01

    The Department of Physics and the School of Education at Seattle Pacific University are in the early stages of expanding the scope and reach of our science teacher preparation. We will describe how we are putting the puzzle together and our results to date. * Supported in part by NSF grant #ESI-0455796, NSF grant # DUE-0630460, NSF grant DUE-0310583, The Boeing Corporation, PhysTec and the SPU Science Initiative.

  15. Designing Inductive Instructional Activities in a Teacher Training Program to Enhance Conceptual Understandings in Science for Thai Science and Non-Science Teachers

    ERIC Educational Resources Information Center

    Narjaikaew, Pattawan; Jeeravipoonvarn, Varanya; Pongpisanou, Kanjana; Lamb, Dennis

    2016-01-01

    Teachers are viewed as the most significant factor affecting student learning. However, research in science education showed that teachers often demonstrate misunderstandings of science very similar to students. The purpose of this research was to correct conceptual difficulties in science of Thai primary school science and non-science teachers…

  16. Teaching science to science teachers: Lessons taught and lessons learned

    NASA Astrophysics Data System (ADS)

    Douglas, E. M.; Hashimoto-Martell, E. A.; Balicki, S.; Oglavie, D. R.

    2009-12-01

    The Boston Science Partnership has created a comprehensive set of graduate courses that immerse teachers in the science topics most relevant to their teaching practices. In these courses, teachers become students of science, developing their conceptual understandings through scientific inquiry. All courses are co-taught by a university faculty and teacher leaders from the Boston Public Schools. Each course provides contextual linkages between the science content and the standards-based curriculum of the Boston Public School district. One of the most relevant science topics to teachers and students of all disciplines is climate change. This served as the overarching theme for our course delivered during summer 2008 and 2009. This course focused on weather and the pivotal role that water and solar radiation play in the exchange of energy at the Earth's surface. Basic concepts such as the behavior of gases, energy flow, density changes, phase changes, heat capacities, and thermal convection were applied to examine short-term weather and water dynamics and longer-term impacts on global warming and climate change. The course was designed to embrace the 7E learning cycle and instructional model, as proposed by Eisenkraft in his landmark 2003 Science Teacher article. This inquiry-based instructional model builds upon prior conceptions and engages the learner in activities in which they begin to construct meaning of a concept prior to being given an explanation. Each day focused on an essential topic related to weather and climate change, and experiential learning was our main objective. There were many successes and challenges with our course. Twenty-five participants were enrolled, and all had different background knowledge and skill sets. Additionally, their level of teaching varied greatly, from K-12, so the level of depth with which to learn the content in order to bring it back to their classrooms varied a great deal as well. Therefore differentiating instruction for

  17. Physics teachers' future teaching plans

    NASA Astrophysics Data System (ADS)

    2012-03-01

    There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first year of leaching at the high school level). Of those, about 9% planned to quit teaching; less than 3.5% of the experienced teachers planned to quit at the end of the current school year. The higher attrition rate among first-year teachers is common across all high school teachers—and other careers—as people enter new fields and then leave quickly for various reasons.

  18. The Importance of High School Physics Teachers for Female Students' Physics Identity and Persistence

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra; Brewe, Eric; Goertzen, Renee Michelle; Hodapp, Theodore

    2017-02-01

    Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources of recognition (important for physics identity development) that may have affected their choices at certain time points. The results provide optimism since many of these female students, even those not previously intending science careers, began to intend physics careers in high school and recognition from high school physics teachers had a significant effect on predicting these intentions.

  19. Pre-College Science and Mathematics Teachers: Supply, Demand, and Quality

    DTIC Science & Technology

    1990-12-01

    The most recent mathematics assessment from the National Assessment of Educational Progress (NAEP) found that "most students, even at age 17, do not...teachers in most states over the past decade (Association for School, College, and University Staffing ( ASCUS ), 1984, 1986), and there is some...physics and chemistry, for a number of years (Howe and Gerlovich, 1982; ASCUS , 1986). Other data suggest that many new mathematics and science teachers

  20. A Study of Common Beliefs and Misconceptions in Physical Science

    ERIC Educational Resources Information Center

    Stein, Mary; Larrabee, Timothy G.; Barman, Charles R.

    2008-01-01

    The Science Belief Test is an online instrument comprised of 47 statements that require true or false responses and request written explanations to accompany these responses. It targets topics in chemistry, physics, biology, earth science, and astronomy and was initially designed to assess preservice elementary teachers' beliefs about general…

  1. Common Interest, Common Visions? Chinese Science Teacher Educators' Views about the Values of Teaching Nature of Science to Prospective Science Teachers

    ERIC Educational Resources Information Center

    Wan, Zhi Hong; Wong, Siu Ling; Yung, Benny Hin Wai

    2011-01-01

    Teaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension…

  2. Prospective Elemantary Science Teachers' Epistemological Beliefs

    ERIC Educational Resources Information Center

    Macaroglu Akgul, Esra; Oztuna Kaplan, Aysun

    2009-01-01

    This research study examined "prospective elementary science teachers' epistemological beliefs". Forty-nine prospective elementary science teachers participated into research. The research was designed in both quantitative and qualitative manner, within the context of "Special Methods in Science Teaching I" course.…

  3. Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

    NASA Astrophysics Data System (ADS)

    Kallery, Maria

    2017-04-01

    In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

  4. Support for New Physics Teachers

    NASA Astrophysics Data System (ADS)

    Adrian, Brian W.; Zollman, D.; Stevens, S.

    2006-12-01

    Teachers of physics can often lack the type of support they desperately need. The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics teaching that is designed to offer such support. Carnegie Mellon University’s synthetic interview technology provides the foundation for a system that allows physics teachers to ask questions of a virtual mentor and get video responses. A log of the questions asked of our system provides a rich database of information about just what types of support teachers are requesting. This talk will present a summary of the common types of questions teachers ask. Such information is valuable as we design support systems for physics teachers, both new and experienced. In addition, recent progress and developments will be discussed. Supported by NSF grant numbers DUE-0226157, DUE-0226219, ESI-0455772 & ESI-0455813

  5. Views about Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

    ERIC Educational Resources Information Center

    Mulhall, Pamela; Gunstone, Richard

    2008-01-01

    Physics teachers' approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches.…

  6. Forming of science teacher thinking through integrated laboratory exercises

    NASA Astrophysics Data System (ADS)

    Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

    2017-01-01

    Within the three-semester optional course Science we have also included into curricula the subject entitled Science Practicum consisting of laboratory exercises of complementary natural scientific disciplines whose content exceeds the boundaries of relevant a scientific discipline (physics, biology, …). The paper presents the structure and selected samples of laboratory exercises of physical part of Science Practicum in which we have processed in an integrated way the knowledge of physics and biology at secondary grammar school. When planning the exercises we have proceeded from those areas of mentioned disciplines in which we can appropriately apply integration of knowledge and where the measurement methods are used. We have focused on the integration of knowledge in the field of human sensory organs (eye, ear), dolphins, bats (spatial orientation) and bees (ommatidium of faceted eye) and their modelling. Laboratory exercises are designed in such a way that they would motivate future teachers of natural scientific subjects to work independently with specialized literature of the mentioned natural sciences and ICT.

  7. Ghanaian Junior High School Science Teachers' Knowledge of Contextualised Science Instruction

    ERIC Educational Resources Information Center

    Ngman-Wara, Ernest I. D.

    2015-01-01

    The purpose of the study was to investigate Junior High School science teachers' knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers' knowledge of…

  8. Examining Teachers' Hurdles to `Science for All'

    NASA Astrophysics Data System (ADS)

    Southerland, Sherry; Gallard, Alejandro; Callihan, Laurie

    2011-11-01

    The goal of this research is to identify science teachers' beliefs and conceptions that play an important role in shaping their understandings of and attempts to enact inclusive science teaching practices. We examined the work products, both informal (online discussions, email exchanges) and formal (papers, unit plans, peer reviews), of 14 teachers enrolled in a master's degree course focused on diversity in science teaching and learning. These emerging understandings were member-checked via a series of interviews with a subset of these teachers. Our analysis was conducted in two stages: (1) describing the difficulties the teachers identified for themselves in their attempts to teach science to a wide range of students in their classes and (2) analyzing these self-identified barriers for underlying beliefs and conceptions that serve to prohibit or allow for the teachers' understanding and enactment of equitable science instruction. The teachers' self-identified barriers were grouped into three categories: students, broader social infrastructure, and self. The more fundamental barriers identified included teacher beliefs about the ethnocentrism of the mainstream, essentialism/individualism, and beliefs about the meritocracy of schooling. The implications of these hurdles for science teacher education are discussed.

  9. Science Teachers' Views about the Science Fair at Primary Education Level

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    Science fair is an environment where students present their scientific research projects. Opinions of science teachers who participated as a mentor in science fair are important for determining of the science fair quality and its contribution of science education. The aim of study was to determine science teachers' views about the science fair at…

  10. Science Teachers' Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

    NASA Astrophysics Data System (ADS)

    Antink-Meyer, Allison; Meyer, Daniel Z.

    2016-10-01

    The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers' knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen's (Journal of Science Teacher Education 25:197-210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers' views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.

  11. Standards for Indiana Teachers of Science.

    ERIC Educational Resources Information Center

    Andersen, Hans O.; Kobe, Michael

    1996-01-01

    The Standards for Teachers of Science address the preparation, provisional practice, continued practice, and support that teachers will need to ensure that students are prepared for life and to be lifelong learners. The background of educational reform, vision behind the Standards, goals for science teachers, and suggestions for sustaining…

  12. Teaching Physics to In-Service Primary School Teachers in the Context of the History of Science: The Case of Falling Bodies

    ERIC Educational Resources Information Center

    Kokkotas, Panos; Piliouras, Panagiotis; Malamitsa, Katerina; Stamoulis, Efthymios

    2009-01-01

    Our paper presents an in-service primary school teachers' training program which is based on the idea that the history of science can play a vital role in promoting the learning of physics. This training program has been developed in the context of Comenius 2.1 which is a European Union program. This program that we have developed in the…

  13. Collaboration in teacher workshops and citizen science

    NASA Astrophysics Data System (ADS)

    Gibbs, M. G.; Buxner, S.; Gay, P.; Crown, D. A.; Bracey, G.; Gugliucci, N.; Costello, K.; Reilly, E.

    2013-12-01

    The Moon and Earth system is an important topic for elementary and middle school science classrooms. Elementary and middle school teachers are challenged to keep current in science. The Planetary Science Institute created a program titled Workshops in Science Education and Resources (WISER): Planetary Perspectives to assist in-service K-12 teachers with their knowledge in earth and space science, using up-to-date science and inquiry activities to assist them in engaging their students. To augment the science and add a new aspect for teacher professional development, PSI is working in a new partnership collaborating with the Cosmoquest project in engaging teachers in authentic inquiry of the Moon. Teachers now learn about the Moon from PSI scientists and education staff and then engage in inquiry of the Moon using CosmoQuest's online citizen science project MoonMappers and its accompanying classroom curriculum TerraLuna. Through MoonMappers, teachers and students explore the lunar surface by viewing high-resolution pictures from the Lunar Reconnaissance Orbiter and marking craters and other interesting features. In addition, TerraLuna provides a unit of inquiry-based activities that bring MoonMappers and its science content into the classroom. This program addresses standards teachers need to teach and helps them not only teach about the Moon but also engage their students in authentic inquiry of the lunar surface.

  14. PEOPLE IN PHYSICS: David Bohm and the implicate order: a new paradigm for physics teachers

    NASA Astrophysics Data System (ADS)

    Bettany, Laurence

    1998-11-01

    David Bohm (1917-93) was a highly original and individual physicist. His novel ideas and profound intuition extended not only to the physical world but also to the nature of consciousness and society. Bohm regarded science as having become essentially fragmented in its approach to understanding physical reality and sought a more holistic physics based on order, transformation and flowing movement. His notion of an implicate order provides an unusual and exciting challenge for both teachers and students alike.

  15. 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.

  16. Factors influencing pre-service physics teachers' skills of writing teaching materials

    NASA Astrophysics Data System (ADS)

    Sinaga, Parlindungan

    2016-02-01

    Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

  17. Differentiating Science Instruction: Success Stories of High School Science Teachers

    ERIC Educational Resources Information Center

    Maeng, Jennifer Lynn Cunningham

    2011-01-01

    This study investigated the characteristics and practices of high school science teachers who differentiate instruction. Specifically teachers' beliefs about science teaching and student learning and how they planned for and implemented differentiated instruction in their classrooms were explored. Understanding how high school science teachers…

  18. Rockets: Physical science teacher's guide with activities

    NASA Astrophysics Data System (ADS)

    Vogt, Gregory L.; Rosenberg, Carla R.

    1993-07-01

    This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

  19. Rockets: Physical science teacher's guide with activities

    NASA Technical Reports Server (NTRS)

    Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

    1993-01-01

    This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

  20. Subject Specialization and Science Teachers' Perception of Information and Communication Technology for Instruction in Kwara State

    ERIC Educational Resources Information Center

    Fakomogbon, Michael Ayodele; Adebayo, Rachael Funmi; Adegbija, Mosiforeba Victoria; Shittu, Ahmed Tajudeen; Oyelekan, Oloyede Solomon

    2014-01-01

    This study examined Kwara State secondary school science teachers' perception of [information and communications technology] ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government…

  1. Suited for spacewalking: Teacher's guide with activities for physical and life science

    NASA Technical Reports Server (NTRS)

    Vogt, Gregory L.; Manning, Cheryl A.; Rosenberg, Carla B.

    1994-01-01

    Space walking has captured the imagination of generations of children and adults since science-fiction authors first placed their characters on the Moon. This publication is an activity guide for teachers interested in using the intense interest many children have in space exploration as a launching point for exciting hands-on learning opportunities. The guide begins with brief discussions of the space environment, the history of space walking, the Space Shuttle spacesuit, and working in space. These are followed by a series of activities that enable children to explore the space environment as well as the science and technology behind the functions of spacesuits. The activities are not rated for specific grade levels because they can be adapted for students of many ages. The chart on curriculum application at the back of the book is designed to help teachers incorporate activities into various subject areas.

  2. The Role of Philosophy of Science in Science Teacher Education.

    ERIC Educational Resources Information Center

    Bentley, Michael L.; Garrison, James W.

    1991-01-01

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

  3. Becoming a Content-ESL Teacher: A Dialogic Journey of a Science Teacher and Teacher Educator

    ERIC Educational Resources Information Center

    Welsh, Lori C.; Newman, Karen L.

    2010-01-01

    This dialogical narrative describes the observations and changes in instruction of an 8th-grade science teacher in an English language learner (ELL) sheltered science class before and after receiving instruction in ESL methods, and the backdrop for the teacher's growth, as narrated by the second language teacher educator who directed the teacher's…

  4. Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

    ERIC Educational Resources Information Center

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules

    2014-01-01

    This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

  5. Turkish Pre-Service Science Teachers' Views on Science-Technology-Society Issues

    ERIC Educational Resources Information Center

    Yalvac, Bugrahan; Tekkaya, Ceren; Cakiroglu, Jale; Kahyaoglu, Elvan

    2007-01-01

    The international science education community recognises the role of pre-service science teachers' views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre-service science teachers' STS views signal the strengths and the weaknesses of science education reform movements.…

  6. Oak Ridge National Laboratory`s (ORNL) ecological and physical science study center: A hands-on science program for K-12 students

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

    Bradshaw, S.P.

    1994-12-31

    In our tenth year of educational service and outreach, Oak Ridge National Laboratory`s Ecological and Physical Science Study Center (EPSSC) provides hands-on, inquiry-based science activities for area students and teachers. Established in 1984, the EPSSC now hosts over 20,000 student visits. Designed to foster a positive attitude towards science, each unit includes activities which reinforce the science concept being explored. Outdoor science units provide field experience at the Department of Energy`s Oak Ridge National Environmental Research Park and outreach programs are offered on-site in area schools. Other programs are offered as extensions of the EPSSC core programs, including on-site studentmore » science camps, all-girl programs, outreach science camps, student competitions, teacher in-service presentations and teacher workshops.« less

  7. Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

    NASA Astrophysics Data System (ADS)

    Belén Borrachero, Ana; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado, Vicente

    2014-05-01

    Background:Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose:The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample:The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and methods:A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results:The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology. Conclusions:The study of emotions is vital in the educational formation of prospective secondary teachers. These students will soon face day-to-day life in the classroom, and many of them, especially the women, declare themselves to be

  8. The feasibility of educating trainee science teachers in issues of science and religion

    NASA Astrophysics Data System (ADS)

    Poole, Michael

    2016-06-01

    This article reflects on Roussel De Carvalho's paper `Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom'. It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher education project more manageable.

  9. Teacher Efficacy of Secondary Special Education Science Teachers

    NASA Astrophysics Data System (ADS)

    Bonton, Celeste

    Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

  10. Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

    NASA Astrophysics Data System (ADS)

    Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

    2018-05-01

    Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities - a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher's science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.

  11. 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.

  12. Working with the nature of science in physics class: turning ‘ordinary’ classroom situations into nature of science learning situations

    NASA Astrophysics Data System (ADS)

    Hansson, Lena; Leden, Lotta

    2016-09-01

    In the science education research field there is a large body of literature on the ‘nature of science’ (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.

  13. Teacher Leaders in Research Based Science Education

    NASA Astrophysics Data System (ADS)

    Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

    2001-12-01

    NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

  14. Teacher Leaders in Research Based Science Education

    NASA Astrophysics Data System (ADS)

    Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

    2001-05-01

    NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

  15. Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

    NASA Astrophysics Data System (ADS)

    Simmonds, Paul J.; Wenner, Julianne A.

    Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

  16. The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

    ERIC Educational Resources Information Center

    Ramnarain, Umesh; Schuster, David

    2014-01-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

  17. Making science accessible through collaborative science teacher action research on feminist pedagogy

    NASA Astrophysics Data System (ADS)

    Capobianco, Brenda M.

    The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action

  18. The Pedagogy of Science Teachers from Non-Natural Science Backgrounds

    ERIC Educational Resources Information Center

    Woods, Shaneka

    2017-01-01

    This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The…

  19. Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

    NASA Astrophysics Data System (ADS)

    Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

    2009-12-01

    Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new

  20. Teachers' approaches to teaching physics

    NASA Astrophysics Data System (ADS)

    2012-12-01

    Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

  1. Research on U.S. physics teacher education

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2014-03-01

    College and university physics departments have long been the primary source of physics-specific education received by the nation's high school physics teachers, who now number nearly 30,000. Since the 1880s, U.S. physicists have set out specific expectations and recommendations for the education of physics teachers, and various methods and programs have been utilized to prepare these teachers. However, relatively little research has been done regarding the effectiveness of the various instructional methods. Only rarely have there been investigations of links between physics teacher education programs, and the learning outcomes of students taught by teachers who were educated in those programs. The available evidence suggests that physics teacher education programs that utilize materials and methods developed and validated through physics education research (PER) have been particularly effective in preparing well-qualified teachers. I will give an up-to-date review of the research in this area, and discuss relevant details of the investigation recently reported by the APS/AAPT/AIP Task Force on Teacher Education in Physics (T-TEP) [D. Meltzer, M. Plisch, and S. Vokos, editors, Transforming the Preparation of Physics Teachers: A Call to Action (APS, College Park, 2012)].

  2. Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand

    ERIC Educational Resources Information Center

    Pruekpramool, Chaninan; Sangpradit, Theerapong

    2016-01-01

    The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…

  3. Enacting Literacy Pedagogies: A Collaborative Self-Study by Teacher Educators in Physical Education and Science

    ERIC Educational Resources Information Center

    Fletcher, Tim; Bullock, Shawn M.

    2012-01-01

    As beginning teacher educators we aimed to examine our pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. We employed self-study research methodologies to explore our literacy practices and developing pedagogies of teacher education, the similarities and differences in…

  4. An Instrument Development Study for Determining Prospective Science Teachers' Science-Specific Epistemological Beliefs

    ERIC Educational Resources Information Center

    Koksal, Mustafa Serdar; Ertekin, Pelin

    2016-01-01

    The study is focusing on development of an instrument to determine science-specific epistemological beliefs of prospective science teachers. The study involved 364 (male = 82, female = 282) prospective science teachers enrolled in a science teacher education program. The confirmatory factor analysis, reliability analysis and correlation analysis…

  5. Putting the spark into physical science and algebra

    NASA Astrophysics Data System (ADS)

    Pill, Bruce; Dagenais, Andre

    2007-06-01

    The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available.

  6. Rethinking Technology-Enhanced Physics Teacher Education: From Theory to Practice

    ERIC Educational Resources Information Center

    Milner-Bolotin, Marina

    2016-01-01

    This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates' professional competencies and their positive attitudes about mathematics and science education. We…

  7. Science Perceptions of Prospective Class Teachers

    ERIC Educational Resources Information Center

    Ulucinar Sagir, Safak

    2017-01-01

    The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120…

  8. Flight Opportunities for Science Teacher EnRichment

    NASA Astrophysics Data System (ADS)

    Koch, D.; Devore, E.; Gillespie, C., Jr.; Hull, G.

    1994-12-01

    The Kuiper Airborne Observatory (KAO) is NASA's unique stratospheric infrared observatory. Science on board the KAO involves many disciplines and technologies. NASA Astrophysics Division supports a pre-college teacher program to provide Flight Opportunities for Science Teacher EnRichment (FOSTER). To date, forty-five teachers are participating, and the program is designed to nation-wide to serve fifty teachers per year on board the KAO. FOSTER is a pilot program for K-12 educational outreach for NASA's future Stratospheric Observatory for Infrared Astronomy (SOFIA) which will directly involve more than one-hundred teachers each year in airborne astronomical research missions. FOSTER aims to enrich precollege teachers' experiences and understanding of science, mathematics and technology. Teachers meet at NASA Ames Research Center for summer workshops on astronomy and contemporary astrophysics, and to prepare for flights. Further, teachers receive Internet training and support to create a FOSTER teacher network across the country, and to sustain communication with the airborne astronomy community. Each research flight of the KAO is a microcosm of the scientific method. Flying teachers obtain first-hand, real-time experiences of the scientific process: its excitement, hardships, challenges, discoveries, teamwork, and educational value. The FOSTER experience gives teachers pride and a sense of special achievement. They bring the excitement and adventure of doing first-class science to their students and communities. Flight Opportunities for Science Teacher EnRichment is funded by a NASA's Astrophysics Division grant, NAGW 3291, and supported by the SETI Institute and NASA Ames Research Center.

  9. Atoms, Strings, Apples, and Gravity: What the Average American Science Teacher Does Not Teach

    ERIC Educational Resources Information Center

    Berube, Clair

    2008-01-01

    American science teachers in elementary and middle school face a dilemma as they prepare students for high school physics and advanced placement classes. The dilemma lies in ensuring that these students are equipped with the high-level science content they need to thrive in such classes. Aside from life sciences and chemistry sciences, how are our…

  10. Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

    NASA Astrophysics Data System (ADS)

    Engström, Susanne; Carlhed, Carina

    2014-09-01

    With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

  11. Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education

    ERIC Educational Resources Information Center

    Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

    2016-01-01

    The aim of this study is to reveal pre-service science teachers' cognitive structures regarding Science, Technology, Engineering, Mathematics (STEM) and science education. The study group of the study consisted of 192 pre-service science teachers. A Free Word Association Test (WAT) consisting of science, technology, engineering, mathematics and…

  12. Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

    NASA Astrophysics Data System (ADS)

    Klieger, Aviva; Yakobovitch, Anat

    2011-06-01

    The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

  13. Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan

    NASA Astrophysics Data System (ADS)

    She, Hsiao-Ching; Fisher, Darrell

    2002-01-01

    In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

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

    ERIC Educational Resources Information Center

    Menon, Deepika; Sadler, Troy D.

    2016-01-01

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

  15. Language in Science Classrooms: An Analysis of Physics Teachers' Use of and Beliefs about Language

    ERIC Educational Resources Information Center

    Oyoo, Samuel Ouma

    2012-01-01

    The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language--often written (as in science texts) or oral…

  16. Physical and Psychosocial Aspects of the Learning Environment in the Science Laboratory and Their Relationship to Teacher Satisfaction

    ERIC Educational Resources Information Center

    Che Ahmad, Che Nidzam; Osman, Kamisah; Halim, Lilia

    2013-01-01

    This paper is a report of a survey conducted to determine teachers' perception of the science laboratory learning environment and the relationship between different aspects of this environment and satisfaction from teaching and learning. Teachers' perceptions of psychosocial aspects were measured by use of the Science Laboratory Environment…

  17. (Dis)Solving the Differences: A Physical Science Lesson Using Universal Design

    ERIC Educational Resources Information Center

    Kurtts, Stephanie A.; Matthews, Catherine E.; Smallwood, Tammy

    2009-01-01

    Universal design for learning (UDL) holds promise for teachers who are struggling with creating lessons that allow all students access to and engagement with the general science curriculum. In this article, the authors demonstrate how a secondary physical science lesson about solubility and concentration can be designed for diverse learners' needs…

  18. The Impact of Science Teachers' Beliefs on Teaching Science: The Case of Saudi Science Teachers

    ERIC Educational Resources Information Center

    Alabdulkareem, Saleh Abdullah

    2016-01-01

    The researcher aims to investigate Saudi science teachers' beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the…

  19. Teachers as researchers: An experiment to introduce high school science teachers to how science is done

    NASA Astrophysics Data System (ADS)

    Withers, Paul; Fallows, Kathryn J.; King, Marlene; Magno, Ken

    2016-10-01

    Scientists know that the power of science lies in thinking like a scientist, rather than in a list of facts and figures, but few science teachers have any personal experience "doing science". They merely encounter science at the level of rote memorization, then teach it to their students in the same way. To break this vicious cycle, two teachers from local public high schools spent 5 weeks conducting research at Boston University on the ionosphere of Venus. They experienced the joys and frustrations of research, which will enable them to better explain to their students the true nature of the process of science. This presentation will summarize how the research program was created and implemented, what worked well and what did not, and how the teachers have made use of their summer research experiences back in the classroom.

  20. The Black Cultural Ethos and science teachers' practices: A case study exploring how four high school science teachers meet their African American students' needs in science

    NASA Astrophysics Data System (ADS)

    Strachan, Samantha L.

    The underachievement of African American students in science has been a persistent problem in science education. The achievement patterns of African American students indicate that researchers must take a closer look at the types of practices that are being used to meet these students' needs in science classrooms. Determining why science teachers decide to employ certain practices in their classrooms begins with a careful examination of teachers' beliefs as well as their instructional approaches. The purpose of this study was to explore four urban high school science teachers' beliefs about their African American students' learning needs and to investigate how these teachers go about addressing students' needs in science classrooms. This research study also explored the extent to which teachers' practices aligned with the nine dimensions of an established cultural instructional theory, namely the Black Cultural Ethos. Qualitative research methods were employed to gather data from the four teachers. Artifact data were collected from the teachers and they were interviewed and observed. Believing that their students had academic-related needs as well as needs tied to their learning preferences, the four science teachers employed a variety of instructional strategies to meet their students where they were in learning. Overall, the instructional strategies that the teachers employed to meet their students' needs aligned with five of the nine tenets of the Black Cultural Ethos theory.

  1. Theory to practice: A study of science teachers' pedagogical practices as measured by the Science Teacher Analysis Matrix (STAM) and Teacher Pedagogical Philosophy Interview (TPPI)

    NASA Astrophysics Data System (ADS)

    Brown, Sherri Lynne

    This study continued research previously conducted by a nine-university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and actions with regard to inquiry instruction. Science education reform efforts require that students learn science via inquiry. The purpose of this study was to determine and classify espoused teaching beliefs and observable teaching style. Reported are linkages between the teachers' beliefs and styles, influential coursework from College of Education and College of Liberal Arts, and outcomes of increased classroom experience. Eight participants were chosen from three separate preservice science education cohorts. Inquiry efforts require a student-centered environment as opposed to the traditional teacher-centered environment. According to the 1997 Salish I Research Collaborative, beginning teachers displayed a stark contrast between their student centered beliefs to their teacher-centered actions. The limitations of this study were as follows: (1) the participants had completed the authentic research-based inquiry science course, Knowing and Teaching Science: Just Do It; (2) the participants were currently teaching science at the secondary level; (3) the selected instruments were used in the Salish I Research Collaborative Study, and (4) instrument validity and reliability data were not available. Interview data from the Teacher Pedagogical Philosophy Interview (TPPI) instrument and observational data from the Secondary Science Teacher Analysis Matrix (STAM) instrument were statistically compiled via concept maps and matrices. Data were then represented on an ordinal scale. Interview results indicated that 87.5% of the participants professed a teacher-centered style with regard to teacher and student's actions. Observational results indicated that 56% of the participants displayed a teacher-centered style with regard to content, teacher's actions, student's actions, resources, and environment. Additionally

  2. Exoplanet Science in the Classroom: Learning Activities for an Introductory Physics Course

    NASA Astrophysics Data System (ADS)

    Della-Rose, Devin; Carlson, Randall; de La Harpe, Kimberly; Novotny, Steven; Polsgrove, Daniel

    2018-03-01

    Discovery of planets outside our solar system, known as extra-solar planets or exoplanets for short, has been at the forefront of astronomical research for over 25 years. Reports of new discoveries have almost become routine; however, the excitement surrounding them has not. Amazingly, as groundbreaking as exoplanet science is, the basic physics is quite accessible to first-year physics students, as discussed in previous TPT articles. To further illustrate this point, we developed an iOS application that generates synthetic exoplanet data to provide students and teachers with interactive learning activities. Using introductory physics concepts, we demonstrate how to estimate exoplanet mass, radius, and density from the app output. These calculations form the basis for a diverse range of classroom activities. We conclude with a summary of exoplanet science resources for teachers.

  3. Elementary student teachers' science content representations

    NASA Astrophysics Data System (ADS)

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

    2002-08-01

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

  4. Supporting new science teachers in pursuing socially just science education

    NASA Astrophysics Data System (ADS)

    Ruggirello, Rachel; Flohr, Linda

    2017-10-01

    This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

  5. Preparing Tomorrow's Science Teachers

    ERIC Educational Resources Information Center

    Hammer, Margaret; Polnick, Barbara

    2007-01-01

    Many undergraduates seeking elementary teaching certification are uncomfortable with or uninterested in science; however, these future teachers are charged with the responsibility of teaching science to young students. Hammer and Polnick surveyed science methods students at Sam Houston State University and found that only about half of them rated…

  6. Teacher beliefs about teaching science through Science-Technology-Society (STS)

    NASA Astrophysics Data System (ADS)

    Massenzio, Lynn

    2001-07-01

    Statement of the problem. As future citizens, students will have the enormous responsibility of making decisions that will require an understanding of the interaction of science and technology and its interface with society. Since many societal issues today are grounded in science and technology, learning science in its social context is vital to science education reform. Science-Technology-Society (STS) has been strongly identified with meeting this goal, but despite its benefits, putting theory into practice has been difficult. Research design and methodology. The purpose of this study was to explore teacher beliefs about teaching science through STS. The following broad research questions guided the study: (1) What are the participants' initial beliefs about teaching science through STS? (2) What beliefs emerge as participants reflect upon and share their STS instructional experiences with their peers? A social constructivist theoretical framework was developed to plan interactions and collect data. Within this framework, a qualitative methodology was used to interpret the data and answer the research questions. Three provisionally certified science teachers engaged in a series of qualitative tasks including a written essay, verbal STS unit explanation, reflective journal writings, and focus group interviews. After implementing their STS unit, the participants engaged in meaningful dialogue with their peers as they reflected upon, shared, and constructed their beliefs. Conclusions. The participants strongly believed in STS as a means for achieving scientific and technological literacy, developing cognition, enhancing scientific habits of mind and affective qualities, and fostering citizen responsibility. Four major assertions were drawn: (a) Participants' initial belief in teaching for citizen responsibility did not fully align with practice, (b) Educators at the administrative level should be made aware of the benefits of teaching science through STS, (c

  7. Implementing Professional Experiences to Prepare Preservice Science Teachers

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2009-01-01

    In the correlation between professional experiences of preservice science teacher and classroom managerial skills, professional experiences were designed to prepare science teacher in the future. The effects of program were described the result of implementing professional experiences of 67 preservice science teachers. Data were collected by using…

  8. Special Education Teachers' Nature of Science Instructional Experiences

    ERIC Educational Resources Information Center

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

  9. From Teacher-at-Sea to Authentic Science in the Classroom

    NASA Astrophysics Data System (ADS)

    Holzer, M. A.; Laj, C.

    2007-12-01

    Research has shown that most teachers will teach the way they have been taught, unless a sustainable intervention has taken place. This has the greatest implications for teachers of science, where those who have been taught with inquiry approaches will employ inquiry approaches in their classrooms, and those who have been taught with lecture and note taking will teach primarily using lectures and note taking. If our children are to learn about the nature of science, they need to be taught using constructivist and inquiry methods. A teacher who only uses textbooks and lectures will not create students who can employ critical thinking skills indicative of the nature of science. There is a way to change the way our teachers teach science, and that is by exposing teachers to authentic inquiry. The Teacher at Sea Program sponsored by Institut Polaire Francais (IPEV) created such an opportunity for 4 teachers, who participated in the PACHIDERME deep sea sediment cruise on the R/V Marion Dufresne off the coast of Chile for 3 weeks in February, 2007. While onboard the teachers assisted research scientists from France, Germany, Norway, and Chile in their quest to gather and analyze sediment cores for clues to past climates. The teachers were immersed in the research projects right from the start. They all participated in a "watch" and assisted those on the watch with the processing of the cores, which included properly labeling and packaging each of the core segments. Prior to the packaging, preliminary analysis was done to identify the physical and biological attributes of the core. The scientists gave of their time to coach the teachers not only on the techniques they were using, but also on the process of science. Whether it's working on an unstable platform, coring into the unknown, or adjusting to the weather that Mother Nature brings, the nature and process of science out at sea is complicated. The teachers came to realize this as they sailed in and out of the fjord

  10. Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    NASA Astrophysics Data System (ADS)

    Weiland, Sunny Minelli

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme

  11. Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

    ERIC Educational Resources Information Center

    Forbes, Cory T.

    2011-01-01

    Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

  12. Meanings teachers make of teaching science outdoors as they explore citizen science

    NASA Astrophysics Data System (ADS)

    Benavides, Aerin Benavides

    This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engestrom's (2001) framework of cultural-historical activity theory (CHAT), the Arboretum's outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers' expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.

  13. 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.

  14. 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

  15. Factors influencing exemplary science teachers' levels of computer use

    NASA Astrophysics Data System (ADS)

    Hakverdi, Meral

    This study examines exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their students' use of computer applications/tools in or for their science class. After a relevant review of the literature certain variables were selected for analysis. These variables included personal self-efficacy in teaching with computers, outcome expectancy, pupil-control ideology, level of computer use, age, gender, teaching experience, personal computer use, professional computer use and science teachers' level of knowledge/skills in using specific computer applications for science instruction. The sample for this study includes middle and high school science teachers who received the Presidential Award for Excellence in Science Teaching Award (sponsored by the White House and the National Science Foundation) between the years 1997 and 2003 from all 50 states and U.S. territories. Award-winning science teachers were contacted about the survey via e-mail or letter with an enclosed return envelope. Of the 334 award-winning science teachers, usable responses were received from 92 science teachers, which made a response rate of 27.5%. Analysis of the survey responses indicated that exemplary science teachers have a variety of knowledge/skills in using computer related applications/tools. The most commonly used computer applications/tools are information retrieval via the Internet, presentation tools, online communication, digital cameras, and data collection probes. Results of the study revealed that students' use of technology in their science classroom is highly correlated with the frequency of their science teachers' use of computer applications/tools. The results of the multiple regression analysis revealed that personal self-efficacy related to

  16. Beginning science teachers' strategies for communicating with families

    NASA Astrophysics Data System (ADS)

    Bloom, Nena E.

    Science learning occurs in both formal and informal spaces. Families are critical for developing student learning and interest in science because they provide important sources of knowledge, support and motivation. Bidirectional communication between teachers and families can be used to build relationships between homes and schools, leverage family knowledge of and support for learners, and create successful environments for science learning that will support both teaching and student learning. To identify the communication strategies of beginning science teachers, who are still developing their teaching practices, a multiple case study was conducted with seven first year secondary science teachers. The methods these teachers used to communicate with families, the information that was communicated and shared, and factors that shaped these teachers' continued development of communication strategies were examined. Demographic data, interview data, observations and documentation of communication through logs and artifacts were collected for this study. Results indicated that the methods teachers had access to and used for communication impacted the frequency and efficacy of their communication. Teachers and families communicated about a number of important topics, but some topics that could improve learning experiences and science futures for their students were rarely discussed, such as advancement in science, student learning in science and family knowledge. Findings showed that these early career teachers were continuing to learn about their communities and to develop their communication strategies with families. Teachers' familiarity with their school community, opportunities to practice strategies during preservice preparation and student teaching, their teaching environment, school policies, and learning from families and students in their school culture continued to shape and influence their views and communication strategies. Findings and implications for

  17. Preservice Teachers' Perception about Nature of Science

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2009-01-01

    Teacher student is an important role improving their own perception what science should be anticipated in classroom. Also, science learning in the current studies try to have relied understanding in the nature of science. This research aimed to study teacher students' perception in the nature of science. One hundred and one of junior teacher…

  18. Science Investigation That Best Supports Student Learning: Teachers' Understanding of Science Investigation

    ERIC Educational Resources Information Center

    Moeed, Azra

    2013-01-01

    Internationally, learning science through investigation is promoted as a preferred pedagogical approach. Research presented takes a view that such learning depends on how teachers understand science investigation. Teachers' understanding of science investigation was an aspect of an interpretive case study of the phenomenon of science investigation…

  19. Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

    NASA Astrophysics Data System (ADS)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-05-01

    To refresh natural environmental concepts in science, science teacher have to attend a teacher training. In teacher training, all participant can have a good sharing and discussion with other science teacher. This study is the first step of science teacher training program held by education foundation in Bandung and attended by 20 science teacher from 18 Junior High School. The major aim of this study is gathering science teacher’s idea of environmental concepts. The core of questions used in this study are basic competencies linked with environmental concepts, environmental concepts that difficult to explain, the action to overcome difficulties and references in teaching environmental concepts. There are four major findings in this study. First finding, most environmental concepts are taught in 7th grade. Second finding, most difficult environmental concepts are found in 7th grade. Third finding, there are five actions to overcome difficulties. Fourth finding, science teacher use at least four references in mastering environmental concepts. After all, teacher training can be a solution to reduce difficulties in teaching environmental concepts.

  20. Spanish Secondary-School Science Teachers' Beliefs About Science-Technology-Society (STS) Issues

    NASA Astrophysics Data System (ADS)

    Vázquez-Alonso, Ángel; García-Carmona, Antonio; Manassero-Mas, María Antonia; Bennàssar-Roig, Antoni

    2013-05-01

    This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers' understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers' understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science.

  1. Teachers' Voices on Integrating Metacognition into Science Education

    ERIC Educational Resources Information Center

    Ben-David, Adi; Orion, Nir

    2013-01-01

    This study is an attempt to gain new insight, on behalf of science teachers, into the integration of metacognition (MC) into science education. Participants were 44 elementary school science teachers attending an in-service teacher-training (INST) program. Data collection was carried out by several data sources: recordings of all verbal…

  2. How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers

    ERIC Educational Resources Information Center

    Tseng, Chung-Hsien; Tuan, Hsiao-Lin; Chin, Chi-Chin

    2013-01-01

    This study has two purposes: the first is to explore experienced science teachers' perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers'…

  3. Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

    NASA Astrophysics Data System (ADS)

    Larsen, Kristine

    2017-01-01

    The Disciplinary Core Ideas (DCI) of the Next Generation Science Standards (NGSS) are grouped into the broad disciplinary areas of Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology and Application of Science, and feature learning progressions based on endpoint targets for each grade band. Since the Middle School DCIs build on the expected learning achievements to be reached by the end of Fifth Grade, and High School DCI similarly build on the expected learning achievements expected for the end of Eighth Grade, the Middle School grade band is of particular importance as the bridge between the Elementary and High School curriculum. In states where there is not a special Middle School Certification many of these science classes are taught by teachers prepared to teach at the Elementary level (and who may have limited content background). As a result, some pre-service and in-service teachers have expressed reduced self-confidence in both their own science content knowledge and their ability to apply it in the NGSS-based classroom, while decades of research has demonstrated the pervasiveness of science misconceptions among teachers. Thus the adoption of NGSS has the potential to drive talented teachers out of the profession who feel that they are ill-prepared for this sweeping transition. The key is providing rigorous education in both content and pedagogy for pre-service teachers and quality targeted professional development for in-service teachers. This report focuses on the Middle School Space Sciences grade band DCIs and presents research on specific difficulties, misconceptions and uncertainties with the material demonstrated by pre-service education students over the past four years in a required university science content course, as well as two year-long granted workshop series for current Middle School teachers. This information is relevant to the development of both new content courses aligned with NGSS for pre

  4. Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment

    ERIC Educational Resources Information Center

    McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

    2013-01-01

    This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

  5. Thai In-Service Science Teachers' Conceptions of the Nature of Science

    ERIC Educational Resources Information Center

    Buaraphan, Khajornsak

    2009-01-01

    Understanding of the Nature of Science (NOS) serves as one of the desirable characteristics of science teachers. The current study attempted to explore 101 Thai in-service science teachers' conceptions of the NOS, particularly scientific knowledge, the scientific method, scientists' work, and scientific enterprise, by using the Myths of Science…

  6. A Space Science Teacher Professional Development Program

    NASA Astrophysics Data System (ADS)

    Limaye, Sanjay S.; Pertzborn, Rosalyn A.

    Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

  7. 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

  8. An Analysis of Teachers' Perceptions through Metaphors: Prospective Turkish Teachers of Science, Math and Social Science in Secondary Education

    ERIC Educational Resources Information Center

    Akçay, Süleyman

    2016-01-01

    In this study, teachers' perceptions of prospective Turkish teachers (that is, those who have completed their undergraduate studies) in the fields of Science, Mathematics and Social Sciences are investigated through teacher metaphors. These perceptions were classified in accordance with their answers to two open-ended questions within a metaphoric…

  9. Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

    NASA Astrophysics Data System (ADS)

    Morales, Christina M.

    The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence

  10. 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.

  11. 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…

  12. Potential Teachers' Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A "Knowledge in Pieces" Perspective on Teacher Learning

    ERIC Educational Resources Information Center

    Harlow, Danielle B.; Bianchini, Julie A.; Swanson, Lauren H.; Dwyer, Hilary A.

    2013-01-01

    We used a "knowledge in pieces" perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about teaching science that are applied appropriately or inappropriately in specific contexts. Neither…

  13. Pre-Service Science Teachers' Perceptions of Mathematics Courses in a Science Teacher Education Programme

    ERIC Educational Resources Information Center

    Incikabi, Lutfi; Serin, Mehmet Koray

    2017-01-01

    Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and…

  14. STEM Career Changers' Transformation into Science Teachers

    NASA Astrophysics Data System (ADS)

    Snyder, Catherine; Oliveira, Alandeom W.; Paska, Lawrence M.

    2013-06-01

    This study examines the transformation (professional growth) of career-changing women scientists who decided to become teachers. Drawing upon Mezirow's Transformative Learning Theory, we tracked their transformation for 3 years. Our findings revealed multiple identities, disorientation, a perceived sense of meaninglessness, loss and eventual regain in confidence, gain in pedagogical knowledge and skill, and changed perceptions of the social roles of science teachers and scientists. Driven by personal choice or need (financial, intellectual), such transformations were achieved through active pursuit of meaning in one's work, critical assessment of assumptions, planning, and trying on the unfamiliar role of a science teacher. It is argued that such transition entails complex changes in thinking about science teaching and identifying oneself as a science teacher.

  15. Real Science for Real Science Teachers: Providing Astrobiology Science Content and Contemporary Pedagogy for Today's Educators Online

    NASA Astrophysics Data System (ADS)

    Offerdahl, E. G.; Prather, E. E.; Slater, T. F.

    2003-12-01

    As teachers strive to improve the way science is taught in the classroom, many are turning to the interdisciplinary science of astrobiology as a way integrate inquiry effectively in the science classroom. However, it is generally recognized that teachers do not often have easy access to understandable and usable cutting-edge science to enrich their science lessons. Through the generous support of the NASA Astrobiology Institute (NAI), middle and high school teachers have the opportunity to learn current and provocative scientific results within the context of astrobiology as well as receive training in pedagogically sound methods of incorporating astrobiology appropriately in the classroom. In Astrobiology for Teachers, a 15-week on-line distance learning course co-sponsored by NAI, the National Science Teachers Association (NSTA) Professional Development Institute, National Teachers Enhancement Network (NTEN), Montana State University, and the Department of Astronomy at University of Arizona, teachers engage in a virtual classroom facilitated by an integrated teaching team of educators and scientists using a standards-based, inquiry curriculum. The collaborative nature of the course encourages, demonstrates, and enhances a professional exchange among scientists and educators which, in turn, fosters implementation of innovative science teaching in today's classroom.

  16. Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

    ERIC Educational Resources Information Center

    Kern, Ben D.; Graber, Kim C.

    2017-01-01

    Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

  17. National Science Teachers Association

    Science.gov Websites

    Resources: Calendar, Freebies ... e-Newsletters NSTA Science Store New Releases Bestsellers Award Winners Preservice and New Teachers Resources for Parents Safety in the Science Classroom Students with Disabilities in science teaching and learning for all Resources Lesson plans, activities, books and ideas

  18. Emerging Considerations for Professional Development Institutes for Science Teachers

    NASA Astrophysics Data System (ADS)

    Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

    2004-04-01

    This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research: comfort, technology, and balance. In terms of comfort, the teachers expressed a need for both physical and psychological comfort for them to learn. The technological emphasis in our institutes caused teachers to stress in their comments our developing software. We found that, depending on teachers'' previous knowledge, technology could be a barrier or a support to the success of institutes. Finally, we found a necessity to balance elements within the institute and a need to balance cognitively demanding time on task with less demanding opportunities for informal interaction.

  19. LECTURES ON PHYSICS, BIOPHYSICS, AND CHEMISTRY FOR HIGH SCHOOL SCIENCE TEACHERS GIVEN AT THE ERNEST O. LAWRENCE RADIATION LABORATORY, BERKELEY, CALIFORNIA, JUNE-AUGUST 1959

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

    Calhoon, E.C.; Starring, P.W. eds.

    1959-08-01

    Lectures given at the Ernest 0. Lawrence Radiation Laboratory on physics, biophysics, and chemistry for high school science teachers are presented. Topics covered include a mathematics review, atomic physics, nuclear physics, solid-state physics, elementary particles, antiparticies, design of experiments, high-energy particle accelerators, survey of particle detectors, emulsion as a particle detector, counters used in high-energy physics, bubble chambers, computer programming, chromatography, the transuranium elements, health physics, photosynthesis, the chemistry and physics of virus, the biology of virus, lipoproteins and heart disease, origin and evolution of the solar system, the role of space satellites in gathering astronomical data, and radiation andmore » life in space. (M.C.G.)« less

  20. Teaching Advanced Life Sciences in an Animal Context: Agricultural Science Teacher Voices

    ERIC Educational Resources Information Center

    Balschweid, Mark; Huerta, Alexandria

    2008-01-01

    The purpose of this qualitative study was to determine agricultural science teacher comfort with a new high school Advanced Life Science: Animal course and determine their perceptions of student impact. The advanced science course is eligible for college credit. The teachers revealed they felt confident of their science background in preparation…

  1. The (Non)Making/Becoming of Inquiry Practicing Science Teachers

    ERIC Educational Resources Information Center

    Sharma, Ajay; Muzaffar, Irfan

    2012-01-01

    Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science…

  2. A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First

    NASA Astrophysics Data System (ADS)

    Marco-Bujosa, Lisa; Levy, Abigail Jurist; McNeill, Katherine

    2018-01-01

    Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher's understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee's (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher's identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.

  3. Teacher Research Programs Participation Improves Student Achievement in Science

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2009-12-01

    Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachers’ students passed Regents science exams at a higher rate (p = 0.049) than non-participating teachers’ students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.

  4. Learning Activity Package, Physical Science 92, LAPs 1-9.

    ERIC Educational Resources Information Center

    Williams, G. J.

    This set of nine teacher-prepared Learning Activity Packages (LAPs) for individualized instruction in physical science covers the topics of scientific equipment and procedures; measure of time, length, area, and volume; water; oxygen and oxidation; atmospheric pressure; motion; machines; carbon; and light and sound. Each unit contains a rationale…

  5. Inservice Science Teachers' Views of a Professional Development Workshop and Their Learning of Force and Motion Concepts

    ERIC Educational Resources Information Center

    Ramlo, Susan

    2012-01-01

    Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the…

  6. Proposing an Operational Definition of Science Teacher Beliefs

    NASA Astrophysics Data System (ADS)

    Hutner, Todd L.; Markman, Arthur B.

    2016-10-01

    Much research has shown that a science teacher's beliefs are related to their teaching practice. This line of research has often defined "belief" epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition and how they come to influence science teachers' classroom practice. As such, researchers and science teacher educators have relied on an (at times, implicit) assumption that there is a direct causal relationship between teachers' beliefs and classroom practice. In this paper, we propose an operational, as opposed to epistemological, definition of belief. That is, we are explicit about the role a belief plays in science teachers' cognition and how that leads to classroom practice. We define a belief as a mental representation that influences the practice of a teacher if and only if the belief is active in cognition. We then turn our attention to two limitations in the literature on that have arisen via previous definitions and assumptions regarding science teacher beliefs, showing how defining beliefs operationally helps think about these issues in new ways. The two limitations surround: (1) the difficulty in precisely delineating belief from knowledge; and (2) the interconnectedness of beliefs such that they draw meaning from one another. We then show how our definition of beliefs is congruent with other models of teacher cognition reported in the literature. Finally, we provide implications arising from this definition of belief for both science teacher educators and those who conduct research on the beliefs of both preservice and in-service science teachers.

  7. Leadership that promotes teacher empowerment among urban middle school science teachers

    NASA Astrophysics Data System (ADS)

    Howard-Skipper, Joni

    In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

  8. Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

    NASA Astrophysics Data System (ADS)

    Cavlazoglu, Baki; Stuessy, Carol

    2018-02-01

    The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

  9. Preservice Science Teachers' Attitudes toward Environment

    ERIC Educational Resources Information Center

    Koc, Isil; Kuvac, Meltem

    2016-01-01

    The purpose of this study was to determine preservice science teachers' attitudes toward environment and to investigate whether their environmental attitudes differ in terms of gender and grade level. A total of 197 preservice science teachers participated in the study. Personal Information Form and the Environmental Attitudes Inventory (EAI)…

  10. Preservice Science Teachers' Uses of Inscriptions in Science Teaching

    ERIC Educational Resources Information Center

    Tanis Ozcelik, Arzu; McDonald, Scott P.

    2013-01-01

    This study investigated preservice science teachers' uses of inscriptions in their peer teaching activities and was guided by the following research questions: (1) What kinds of inscriptions and inscriptional practices do preservice science teachers use in their peer teaching activity? and (2) How and for what purposes do preservice science…

  11. Preservice Science Teachers' Views on Science-Technology-Society

    ERIC Educational Resources Information Center

    Dikmentepe, Emel; Yakar, Zeha

    2016-01-01

    The aim of this study is to investigate the views of pre-service science teachers on Science-Technology-Society (STS). In the research, a descriptive research method was used and data were collected using the Views on Science-Technology-Society (VOSTS) Questionnaire. In general, the results of this study revealed that pre-service science teachers…

  12. A Festival of Contemporary Science for Science Teachers

    ERIC Educational Resources Information Center

    Harrison, Tim; Berry, Bryan; Shallcross, Dudley

    2010-01-01

    In this article, the authors describe the first Festival of Contemporary Science for Science Teachers which was held in January 2010. Focusing on a number of leading-edge science topics, this new festival was organised by Bristol ChemLabS, in collaboration with the Science Learning Centre South West, and involved academics from several departments…

  13. 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.

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

    ERIC Educational Resources Information Center

    Campbell, Todd; Melville, Wayne; Goodwin, Dawne

    2017-01-01

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

  15. Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism

    NASA Astrophysics Data System (ADS)

    Seiler, Gale

    2011-03-01

    Although communities and schools in North America are increasingly diverse and positioned in a global web, schools continue to adhere to Western norms and the teacher workforce remains largely White, continuing an ideology of collective sameness and conformity. Hybridization of teacher identity and of science teaching are suggested as ways to advance an ethic of solidarity through difference (cosmopolitanism) with science teaching as its vehicle. In this paper, I explore identity hybridization among non-dominant science teachers as they merge identity narratives, or who they are around science and science teaching, with who they are out-of-school. Our attention is focused on their experiences of dis-identification with science in terms of diaspora, or the sense of being taken away from what one knows and values. By generating a creolized approach to science teaching, teachers create possibilities for greater student identification with science in school, which in turn has potential for changing the face of who does science and of science itself.

  16. School Teachers' Experiences of Science Curriculum Reform

    NASA Astrophysics Data System (ADS)

    Ryder, Jim; Banner, Indira

    2013-02-01

    We examine teachers' experiences of a major reform of the school science curriculum for 14-16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers' experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers' work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers' work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers' professional identities. We argue for the extended use of teacher role models within local communities of practice to support such 'identity work'.

  17. Measuring Teacher Effectiveness in Physical Education

    ERIC Educational Resources Information Center

    Rink, Judith E.

    2013-01-01

    This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance…

  18. Science inquiry learning environments created by National Board Certified Teachers

    NASA Astrophysics Data System (ADS)

    Saderholm, Jon

    The purpose of this study was to discern what differences exist between the science inquiry learning environments created by National Board Certified Teachers (NBCTs) and non-NBCTs. Four research questions organized the data collection and analysis: (a) How do National Board Certified science teachers' knowledge of the nature of science differ from that of their non-NBCT counterparts? (b) How do the frequencies of student science inquiry behaviors supported by in middle/secondary learning environments created by NBCTs differ from those created by their non-NBCT counterparts? (c) What is the relationship between the frequency of students' science inquiry behaviors and their science reasoning and understanding of the nature of science? (d) What is the impact of teacher perceptions factors impacting curriculum and limiting inquiry on the existence of inquiry learning environments? The setting in which this study was conducted was middle and high schools in Kentucky during the period between October 2006 and January 2007. The population sampled for the study was middle and secondary science teachers certified to teach in Kentucky. Of importance among those were the approximately 70 National Board Certified middle and high school science teachers. The teacher sample consisted of 50 teachers, of whom 19 were NBCTs and 31 were non-NBCTs. This study compared the science inquiry teaching environments created by NBCTs and non-NBCTs along with their consequent effect on the science reasoning and nature of science (NOS) understanding of their students. In addition, it examined the relationship with these science inquiry environments of other teacher characteristics along with teacher perception of factors influencing curriculum and factors limiting inquiry. This study used a multi-level mixed methodology study incorporating both quantitative and qualitative measures of both teachers and their students. It was a quasi-experimental design using non-random assignment of

  19. Enhancing Science Teacher Training Using Water Resources and GLOBE

    NASA Technical Reports Server (NTRS)

    Falco, James W.

    2002-01-01

    Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

  20. Physics teacher use of the history of science

    NASA Astrophysics Data System (ADS)

    Winrich, Charles

    The School of Education and the Department of Physics at Boston University offer a sequence of 10 two-credit professional development courses through the Improving the Teaching of Physics (ITOP) project. The ITOP courses combine physics content, readings from the physics education research (PER) literature, and the conceptual history of physics (CHOP). ITOP participants self-report changes to their teaching practices as a result of their participation in ITOP. The purpose of this study was to verify and characterize those changes in the specific area of the participants' use of history after their study of CHOP. Ten recent ITOP participants were observed, interviewed, and asked to provide lesson plans and samples of student work from their classes. Case studies of each participant's teaching were constructed from the data. The individual cases were synthesized to characterize the impact of CHOP on the ITOP participants. The results show that the participants integrate CHOP into their pedagogical content knowledge (PCK) to inform their understanding of: (1) the relationship between physics and other disciplines, (2) the relationship between specific physics concepts, (3) student understanding of physics concepts, (4) student difficulties in learning physics concepts, and (5) methods for teaching physics concepts. The participants use history to teach a variety of topics, although the most common were mechanics and electromagnetism. All of the participants used history to teach aspects of the nature of science (NOS) and to increase student interest in physics, while eight participants taught physics concepts through history. The predominant mode of incorporating history was through adding anecdotes about the scientists who worked on the concepts, but seven participants had their students study the historical development of physical concepts. All the participants discussed a lack of time as a factor that inhibits a greater use of history in their courses. Eight

  1. Science teachers' worldviews: A way to understand beliefs and practices

    NASA Astrophysics Data System (ADS)

    Yalaki, Yalcin

    Understanding science teachers' beliefs is important for science teacher educators, because such understanding is a prerequisite for promoting change within the framework of educational reform. The worldview model developed by Graves (1981) and Beck and Cowan (1996) provides a holistic approach to understanding teachers' beliefs and values and it also provides a framework for understanding how people's worldviews change. In this study, worldviews of four science teachers were investigated within the framework of Beck and Cowan's model. Two of these teachers were high school science teachers, while the other two were middle school science teachers. One of the teachers held National Board of Professional Teaching Certification and she had 18 years of teaching experience. Another teacher was a relatively new teacher with three years of teaching experience. The third teacher had nine years of teaching experience, but when this study was conducted, it was her first year of teaching science. The other teacher had 26 years of experience with certification in all science areas. During this study, interpretative qualitative methods of data collection and analysis were used which included interviews, observations, and the use of a survey developed by Beck and Cowan (2000) called the Values Test. The results show that differing values and experiences among science teachers leads to different strategies for making sense of science teaching. The assertion that the worldview perspective provided by Beck and Cowan is a useful tool in understanding teachers' beliefs and values is made in the conclusions. Teacher educators can utilize this tool in research about teacher beliefs, in promoting change for reform, or in developing curriculum for teacher education programs. Teachers can utilize it in self-reflective practices to better understand their own beliefs, their context, and their students and ultimately improve the teaching and learning process they engage in.

  2. Teaching Science/Learning Gender: Preservice Elementary Teachers Write about Science, Gender, and Identity.

    ERIC Educational Resources Information Center

    Letts, William J., IV

    Using data collected from an undergraduate science methods class, this paper interrogates a variety of ways that preservice teachers construct their identities as both students of science and prospective teachers of science. Data sources included writings about an issue of "difference" in science class, a science autobiography, student-generated…

  3. The Feasibility of Educating Trainee Science Teachers in Issues of Science and Religion

    ERIC Educational Resources Information Center

    Poole, Michael

    2016-01-01

    This article reflects on Roussel De Carvalho's paper "Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom" (EJ1102211). It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher…

  4. Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers

    ERIC Educational Resources Information Center

    Upadhyay, Bhaskar

    2010-01-01

    The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…

  5. Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers

    NASA Astrophysics Data System (ADS)

    Ng, Wan; Fergusson, Jennifer

    2017-07-01

    The issue of student disengagement in school science continues to pose a threat to lifting the participation rates of students undertaking STEM courses and careers in Australia and other countries globally. In Australia, several science initiatives to reverse the problem have been funded over the last two decades. Many of these initiatives involve partnerships with scientists, science educators and with industries, as is the case in this paper. The research in this paper investigated a recent partnership initiative between secondary science teachers, scientists and an educational technology company to produce science e-modules on adaptive learning platforms, enabling students to engage in personalised, inquiry-based learning and the investigation of real-world problems. One of the objectives of the partnership project was to build theoretical and pedagogical skills in teachers to deliver science by exposing them to new ways of engaging students with new digital tools, for example analytics. Using a mixed methods approach, the research investigated science teachers' pedagogical involvement in the partnership project and their perceptions of the project's impact on their teaching and students' learning. The findings indicate that the teachers believed that new technology could enhance their teaching and students' learning and that while their students were motivated by the online modules, there was still a need for scaffolding for many of the students. The effectiveness of this would depend on the teachers' ability to internalise the new technological and content knowledge resulting from the partnership and realign them with their existing pedagogical framework. The research is significant in identifying elements for successful partnership projects as well as challenges that need to be considered. It is significant in facilitating continuous discourse about new evidence-based pedagogical approaches to science education in engaging students to learn STEM subjects in a

  6. Life histories of female elementary teachers and their science/teacher role construction

    NASA Astrophysics Data System (ADS)

    Ramseur, Aletha Johnson

    The research conducted in this study focuses on life histories of female elementary teachers and their science/teacher role construction. Identity theorists argue that the self consists of a collection of identities founded on occupying a particular role. Who we are depends on the roles we occupy. These roles are often referred to as "role identities". In the case of these participants, many role identities (mother, wife, sibling, and teacher) exist. This study focuses primarily on their (science) teacher role identity. Literature on women's lives, as learners and teachers, suggest that women's experiences, currently and throughout history influenced their teacher role construction. There is however, little knowledge of women's lives as elementary teachers of science and the affect of their experiences, currently and throughout history, on their (science) teacher identity construction. Schools delineated by race, class, and gender relations, are similar to other sectors of society's, social and cultural spheres within which race, class, and gender identities are constructed. Using in-depth-interviews female elementary teachers were encouraged to actively reconstruct their life and work-life experiences focusing on family, school and science interactions. They addressed the intellectual and emotional connections between their life and work experiences by focusing on details of their past and present experiences and examining the meaning of those experiences. It was the scrutiny of these connections between their life and work experiences, the meaning derived from them and historical events, and the constraints imposed on their personal choices by broader power relations, such as those of class, race, and gender that informed why we teach, how we teach, and what we teach.

  7. Student evaluations of their physics teachers: Evaluative bias and its relationship to classroom pedagogy and students' career aspirations

    NASA Astrophysics Data System (ADS)

    Potvin, Geoff

    2013-04-01

    Using data collected from a nationally-representative sample of college students, the evaluation of high school physics teachers by their students is examined. Confirming earlier work, student evaluations (of both male and female students) exhibit bias with respect to the gender of their teacher. Pedagogical practices that impact student evaluations are explored, but these factors do not change the gender bias effect. We also consider how this evaluative bias is affected by students' career intentions. Grouping students according to their career intentions (e.g. physics majors, engineering majors, and health/medical science majors) shows that physics and engineering majors exhibit this bias to the same extent as the general population, but health/medical science majors exhibit a bias with nearly twice the size as average. The implications of this research for our understanding of physics culture regarding stereotypes and students' gendered expectations of teacher behavior is discussed.

  8. Implementing Inquiry Gradually with Preservice Science Teachers as Students

    ERIC Educational Resources Information Center

    Keçeci, Gonca

    2017-01-01

    This study is done to have preservice science teachers chance to implement inquiry before expecting them to implement inquiry in their classrooms and to develop the preservice science teachers' inquiry skills and self-efficacy of science. The study group is composed of preservice science teachers who chose the 2nd grade Biology Laboratory course…

  9. What's New in...Science Teacher Preparation.

    ERIC Educational Resources Information Center

    Borowiec, Jonathan B., James, Robert K.

    2000-01-01

    Argues that NASA's 20-year research effort which will culminate with a manned flight to Mars is an opportunity to involve students in the science of that effort. Describes the National Space Biomedical Research Institute (NSBRI) Teacher Academy Program, a program designed to reach science teachers so that they can prepare their students to…

  10. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

    ERIC Educational Resources Information Center

    Yildiz-Duban, Nil

    2013-01-01

    This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

  11. Science Student Teachers' Preferences for Ways of Learning: Differences and Similarities

    ERIC Educational Resources Information Center

    Efe, Rifat; Gonen, Selahattin; Maskan, A. Kadir; Hevedanli, Murat

    2011-01-01

    Knowing an individual's learning style is considered important because it can help educators to prepare and develop learning environments in which the individual can enhance his/her learning. In this study, Biology, Physics, Chemistry and Primary science student teachers' learning styles were investigated. The participants were 387 student…

  12. Factors that encourage females to pursue physical science careers: Testing five common hypotheses

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sadler, Philip M.; Sonnert, Gerhard

    2012-03-01

    There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using Propensity Score Matching (PSM) on national data (n=7505) drawn from the Persistence Research in Science and Engineering (PRiSE) project, we test five commonly held beliefs including having a single-sex physics class, having a female physics teacher, having female scientist guest speakers in physics class, discussing the work of women scientists in physics class, and discussing the under-representation of women in physics class. The effect of these experiences is compared for female students who are matched on several factors, including parental education, prior science/math interests, and academic background, thereby controlling for the effect of many confounding variables.

  13. Reaching the Reluctant Science Teacher.

    ERIC Educational Resources Information Center

    Colburn, Alan; Henriques, Laura

    2000-01-01

    Discusses a college science course designed for juniors and seniors who are going to be elementary teachers. Focuses on hands-on activities, understanding the nature of science, and conducting scientific research. Explores student misconceptions and conceptual changes on elementary science subjects. (YDS)

  14. Physical Education Teachers' Cultural Competency

    ERIC Educational Resources Information Center

    Harrison, Louis, Jr.; Carson, Russell L.; Burden, Joe, Jr.

    2010-01-01

    The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers' cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus…

  15. Research Experiences for Science Teachers: The Impact On Their Students

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2005-12-01

    Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

  16. 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…

  17. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    ERIC Educational Resources Information Center

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

  18. Design and validation of a standards-based science teacher efficacy instrument

    NASA Astrophysics Data System (ADS)

    Kerr, Patricia Reda

    National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

  19. A Study of Science Teachers' Homework Practices

    ERIC Educational Resources Information Center

    Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren

    2014-01-01

    This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework…

  20. Revising Teacher Candidates' Views of Science and Self: Can Accounts from the History of Science Help?

    ERIC Educational Resources Information Center

    Lewthwaite, Brian; Murray, John; Hechter, Richard

    2012-01-01

    Our inquiry uses accounts from the history of science to develop teacher-candidate (student teacher) understanding of the nature of science (NOS) in a science teacher education methods course. This understanding of the NOS is then used as a foundation for developing teacher candidate appreciation of the attributes of authentic science lessons.…

  1. Examination of factors which may contribute to the underrepresentation of African American teachers certified in science

    NASA Astrophysics Data System (ADS)

    Davis, Rita C. F.

    Throughout this country the student population is becoming increasingly diverse, yet the teacher population does not reflect this diversity. This lack of diversity in the teacher population deprives students of color from having role models of the same race/ethnicity who look like them and who might have experiences which are similar to theirs (Epstein, 2005; Nettles & Perna, 1997). Having role models from their own race in the classroom could have a positive impact on students' attitudes about science (Perine, 2003), and facilitate their learning of the subject matter, and give students an incentive to do well in school (Vegas, Murnane, & Willett, 2001). In 2000, a national survey study of math and science teachers was conducted (Horizon Research, 2001). The majority of biology (90%), chemistry (93%), and physics (94%) teachers who participated in the study were White. Findings of the study revealed that only 55% to 60% of these teachers considered themselves well prepared to effectively teach a culturally diverse student population (Banilower, 2002; Smith, 2002; Wood, 2002). The majority of the teacher pool, which is White, prefer not to teach in urban communities as they have a preference for teaching jobs in the nonurban communities that are similar to those in which they were raised (Boyd, Lankford, Loeb, & Wyckoff, 2005; Epstein, 2005). The purpose of this quantitative study was to examine factors that may contribute to the underrepresentation of African American teachers certified in science. More specifically, it was decided to examine the high school experiences of in-service teachers. Study participants were teachers and other certificated faculty in two school districts located in the southern portion of the United States. Findings of the study revealed a statistically significant relationship between a teacher's decision to become certified in science and the following high school experiences: teachers and guidance counselors encouraging students to

  2. Quod erat demonstrandum: Understanding and Explaining Equations in Physics Teacher Education

    NASA Astrophysics Data System (ADS)

    Karam, Ricardo; Krey, Olaf

    2015-07-01

    In physics education, equations are commonly seen as calculation tools to solve problems or as concise descriptions of experimental regularities. In physical science, however, equations often play a much more important role associated with the formulation of theories to provide explanations for physical phenomena. In order to overcome this inconsistency, one crucial step is to improve physics teacher education. In this work, we describe the structure of a course that was given to physics teacher students at the end of their master's degree in two European universities. The course had two main goals: (1) To investigate the complex interplay between physics and mathematics from a historical and philosophical perspective and (2) To expand students' repertoire of explanations regarding possible ways to derive certain school-relevant equations. A qualitative analysis on a case study basis was conducted to investigate the learning outcomes of the course. Here, we focus on the comparative analysis of two students who had considerably different views of the math-physics interplay in the beginning of the course. Our general results point to important changes on some of the students' views on the role of mathematics in physics, an increase in the participants' awareness of the difficulties faced by learners to understand physics equations and a broadening in the students' repertoire to answer "Why?" questions formulated to equations. Based on this analysis, further implications for physics teacher education are derived.

  3. Teacher learning from girls' informal science experiences

    NASA Astrophysics Data System (ADS)

    Birmingham, Daniel J.

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP, 2010). Despite the success, little is known about how teachers can learn from informal science practices to support student engagement in science. In this study, I examine the impact informal science experiences has for the teaching and learning of science in school contexts. This study is focused on eliciting girls' stories of informal science learning experiences and sharing these stories with science teachers to examine what they notice and make meaning of in connection with their classroom practices (van Es & Sherin, 2002). I co-constructed cases of informal science experiences with middle school females who participate in an after school science program in an urban area. These cases consisted of the girls' written stories, their explicit messages to science teachers, examples of actions taken when investigating community based science issues and transcripts of conversations between the girls and researchers. These cases were shared with local science teachers in order to investigate what they "notice" (van Es & Sherin, 2002) regarding girls' participation in informal science learning, how they make meaning of youths' stories and whether the stories influence their classroom practices. I found that the girls' use their cases to share experiences of how, where and why science matters, to express hope for school science and to critique stereotypical views that young, female, students of color from lower SES backgrounds are not interested or capable of making contributions to scientific investigations. Additionally, I found that teachers noticed powerful messages within and across the girls' cases. The messages include; 1

  4. Providing undergraduate science partners for elementary teachers: benefits and challenges.

    PubMed

    Goebel, Camille A; Umoja, Aminata; DeHaan, Robert L

    2009-01-01

    Undergraduate college "science partners" provided content knowledge and a supportive atmosphere for K-5 teachers in a university-school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed "participatory reform"; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views.

  5. Providing Undergraduate Science Partners for Elementary Teachers: Benefits and Challenges

    PubMed Central

    Goebel, Camille A.; Umoja, Aminata

    2009-01-01

    Undergraduate college “science partners” provided content knowledge and a supportive atmosphere for K–5 teachers in a university–school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed “participatory reform”; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views. PMID:19723818

  6. Science Teacher Competencies in a Knowledged Based Society

    ERIC Educational Resources Information Center

    Naumescu, Adrienne Kozan

    2008-01-01

    Science teachers' competencies are analyzed in this paper. The importance of teachers' competencies is underlined and also the importance of competencies in so called "good practices" obtaining, is studied. The definition of science teachers competencies and their taxonomy are very important in understanding the educational…

  7. First Year K-12 Teachers as High Leverage Point to Implement GEMS Space Science Curriculum Sequence

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.; Mendez, B. J.; Schultz, G.; Wierman, T.

    2013-01-01

    The recurring challenge for curriculum developers is how to efficiently prepare K-12 classroom teachers to use new curricula. First-year teachers, numbering nearly 250,000 in the US each year, have the greatest potential to impact the largest number of students because they have potential to be in the classroom for thirty years. At the same time, these novice teachers are often the most open minded about adopting curricular innovation because they are not yet deeply entrenched in existing practices. To take advantage of this high leverage point, a collaborative of space scientists and science educators at the University of California, Berkeley’s Lawrence Hall of Science and Center for Science Education at the Space Sciences Laboratory with experts from the Astronomical Society of the Pacific, the University of Wyoming, and the CAPER Center for Astronomy & Physics Education experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers and trained these master teachers to use the GEMS Space Science Curriculum Sequence. Then, these master teachers were mentored in coaching interning student teachers assigned to them in using GEMS materials. Evaluation showed that novice teachers mentored by the master teachers felt knowledgeable after teaching the GEMS units. However, they seemed relatively less confident about the solar system and objects beyond the solar system. Overall, mentees felt strongly at the end of the year that they have acquired good strategies for teaching the various topics, suggesting that the support they received while teaching and working with a mentor was of real benefit to them. Funding provided in part by NASA ROSES AMANTISS NNX09AD51G

  8. Science Curriculum Components Favored by Taiwanese Biology Teachers

    NASA Astrophysics Data System (ADS)

    Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

    2005-09-01

    The new 1-9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1-9 curriculum framework are also proposed.

  9. Physical Education Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  10. The Factors that Affect Science Teachers' Participation in Professional Development

    NASA Astrophysics Data System (ADS)

    Roux, Judi Ann

    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

  11. PERSONALITY CHARACTERISTICS OF INNOVATIVE PHYSICS TEACHERS.

    ERIC Educational Resources Information Center

    WALBERG, HERBERT J.; WELCH, WAYNE W.

    TO DETERMINE HOW THE INNOVATIVE PHYSICS TEACHER'S PERSONALITY DIFFERS FROM HIS NON-INNOVATIVE COLLEAGUE'S AND HOW HIS PERSONALITY IS RELATED TO HIS KNOWLEDGE OF PHYSICS AND HIS ATTITUDES TOWARD TEACHING, 36 MALE PHYSICS TEACHERS WERE GIVEN THE ALLPORT-VERNON-LINDZEY STUDY OF VALUES (AVL), THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS), THE…

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

    NASA Astrophysics Data System (ADS)

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

    2006-09-01

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

  13. Changes in Attitudes towards Science-Technology-Society of Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Kaya, Osman Nafiz; Yager, Robert; Dogan, Alev

    2009-01-01

    This research focuses on use of a triadic teaching approach in a science-technology-society (STS) course designed for future science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course organized around issues students identified and used throughout the semester. The triadic…

  14. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  15. Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

    NASA Astrophysics Data System (ADS)

    Zhai, Junqing; Tan, Aik-Ling

    2015-12-01

    This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students' activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process.

  16. Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Yoon, Jiyoon; Martin, Leisa A.

    2017-08-01

    Previous research studies in early childhood teacher education have indicated that teacher candidates are not adequately prepared to demonstrate the knowledge and skills needed to teach science to all children including culturally and linguistically diverse students. To address this issue, the researchers provided 31 early childhood teacher candidates with instructions through a culturally responsive science education curriculum that integrates American and Korean science curriculum corresponding to the American and Korean standards for teacher education. The results showed a statistically significant increase in their Personal Science Teaching Efficacy (PSTE). In addition, the teacher candidates were able to create a multicultural/diverse lesson in the developing and proficiency levels based on Ambrosio's lesson matrix. This study provides teacher candidates' knowledge as well as an additional resource for developing their self-efficacy and understanding the role of multicultural/diverse lesson planning for science instruction. Also, teacher candidates could be better prepared by understanding how other countries approach science education and integrating this knowledge to enrich their own science instruction.

  17. 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.

  18. 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

  19. Introducing Future Teachers to Science beyond the Classroom

    ERIC Educational Resources Information Center

    Kisiel, James

    2013-01-01

    Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations--they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum…

  20. Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture

    NASA Astrophysics Data System (ADS)

    Eshach, Haim; Wu, Hsin-Kai; Hwang, Fu-Kwun; Hsu, Ying-Shao

    2014-02-01

    There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers' attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class.

  1. Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

    NASA Astrophysics Data System (ADS)

    De Barros Miller, Anne Marie

    In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

  2. 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

  3. Preservice and Inservice Science Teachers' Responses and Reasoning about the Nature of Science

    ERIC Educational Resources Information Center

    Buaraphan, Khajornsak

    2009-01-01

    An adequate understanding of the nature of science (NOS) is essential for science teachers. The Myths of Science Questionnaire (MOSQ) consisting of 14 items, which comprised both optional and written types of response, was utilized to explore 113 Thai preservice and 101 inservice science teachers' understanding and reasoning about the NOS,…

  4. Science as Experience, Exploration, and Experiments: Elementary Teachers' Notions of "Doing Science"

    ERIC Educational Resources Information Center

    Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B.

    2017-01-01

    Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science--both in and out of schools--throughout their lives. Our work uses…

  5. NGSS and the Next Generation of Science Teachers

    NASA Astrophysics Data System (ADS)

    Bybee, Rodger W.

    2014-03-01

    This article centers on the Next Generation Science Standards (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts—interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.

  6. The Views of Turkish Science Teachers about Gender Equity within Science Education

    ERIC Educational Resources Information Center

    Idin, Sahin; Dönmez, Ismail

    2017-01-01

    The aim of this study was to investigate Turkish Science teachers' views about gender equity in the scope of science education. This study was conducted with the quantitative methodology. Within this scope, a 35-item 5-point Likert scale survey was developed to determine Science teachers' views concerning gender equity issues. 160 Turkish Science…

  7. Investigation of Factors Affecting Students' Science Achievement According to Student Science Teachers

    ERIC Educational Resources Information Center

    Tatar, Erdal; Tüysüz, Cengiz; Tosun, Cemal; Ilhan, Nail

    2016-01-01

    In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the…

  8. "Physics and Life" - Teachers Meet Scientists at Major EIROforum Event [

    NASA Astrophysics Data System (ADS)

    2003-11-01

    More than 400 selected delegates from 22 European countries will take part in "Physics on Stage 3" , organised by the EIROforum [1] research organisations (CERN, EFDA, EMBL, ESA, ESO, ESRF, ILL) at the ESA ESTEC site (Noordwijk, The Netherlands). It is the culmination of a year-long educational programme and is a central event during the EC-sponsored European Science and Technology Week (November 8-15, 2003). Following the vastly successful preceeding events in 2000 and 2002, the main theme this year is "Physics and Life", reflecting the decision to broaden the Physics on Stage activities to encompass more of the natural sciences within an interdisciplinary approach. As before, European teachers, scientists, curricula organisers and others connected to the national education systems in Europe will gather with the main goal of exploring solutions to stimulate the interest of young people in science, by means of exciting and innovative teaching methods and materials. The rich one-week programme has many components: spectacular and original performances by students and professional actors, intensive encounters at a central fair where each country will present the latest developments from its teaching community at their stands, workshops about a host of crucial themes related to the central mission of this programme, seminars where EIROforum scientists and experienced high school teachers get together to discuss new teaching opportunities based on the latest results from front-line research projects at Europe's leading science centres, as well as a publishers fair that will also serve as an international exchange for new educational materials. A mystery cultural event will surprise everyone with its originality. And last but not least, the annual European Science Teaching Awards - the highest distinction in this field - will be presented at the end of the meeting. "Physics on Stage" is a joint project organised by EIROforum, together with the European Physical Society

  9. Work Ability of Finnish Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  10. Teaching science as argument: Prospective elementary teachers' knowledge

    NASA Astrophysics Data System (ADS)

    Barreto-Espino, Reizelie

    For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry

  11. Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

    ERIC Educational Resources Information Center

    Cartwright, Tina Johnson

    2012-01-01

    The purpose of this study was to assess the impact a community-based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an…

  12. A Structural Model of Prospective Science Teachers' Nature of Science Views

    ERIC Educational Resources Information Center

    Mugaloglu, Ebru Z.; Bayram, Hale

    2010-01-01

    This study aims to establish a viable structural model of prospective science teachers' nature of science (NOS) views, which could be used as an analytical tool for understanding the complex relationships between prospective teachers' conceptions of NOS and factors possibly affecting their conceptions. In order to construct such a model, likely…

  13. Collaborative Science Activities and the Social Construction of Understanding of Physical Science Concepts by Pre-service Teachers in Fiji.

    ERIC Educational Resources Information Center

    Taylor, Neil; Lucas, Keith B.; Watters, James J.

    1999-01-01

    Finds that collaborative group work among pre-service elementary teachers stimulated increased levels of discussion and fostered deeper conceptual understanding than did traditional instructional methods. Discusses implications for science education in Fiji and similar places. (Contains 37 references.) (Author/WRM)

  14. Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

    NASA Astrophysics Data System (ADS)

    Whitacre, Michelle Phillips

    This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

  15. Teachers' Voices on Integrating Metacognition into Science Education

    NASA Astrophysics Data System (ADS)

    Ben-David, Adi; Orion, Nir

    2013-12-01

    This study is an attempt to gain new insight, on behalf of science teachers, into the integration of metacognition (MC) into science education. Participants were 44 elementary school science teachers attending an in-service teacher-training (INST) program. Data collection was carried out by several data sources: recordings of all verbal discussions that took place during the program, teachers' written reflections, and semi-structured individual interviews. Our study provides a qualitative analysis of the 44 teachers' voices as a group, as well as a detailed case-study narrative analysis of three teachers' stories The findings show that the teachers' intuitive (pre-instructional) thinking was incomplete and unsatisfactory and their voices were skeptical and against the integration of MC. After teachers had mastered the notion of MC in the INST program, the following outcomes have been identified: (a) teachers expressed amazement at how such an important and relevant issue had been almost invisible to them; (b) teachers identified the affective character of metacognitive experiences as the most significant facet of MC, which acts as a mediator between teaching and learning; (c) the complete lack of learning materials addressing MC and the absence of supportive in-classroom guidance were identified as the major obstacles for its implementation; (d) teachers expressed a willingness to continue their professional development toward expanding their abilities to integrate MC as an inseparable component of the science curriculum. The implications of the findings for professional development courses in the field of MC are discussed.

  16. Novice High School Science Teachers: Lesson Plan Adaptations

    ERIC Educational Resources Information Center

    Scharon, Aracelis Janelle

    2013-01-01

    The Next Generation Science Standards (NRC, 2013) positions teachers as responsible for necessary decision making about how their intended science lesson plan content supports continuous student science learning. Teachers interact with their instructional lesson plans in dynamic and constructive ways. Adapting lesson plans is complex. This process…

  17. As an Infused or a Separated Theme? Chinese Science Teacher Educators' Conceptions of Incorporating Nature of Science Instruction in the Courses of Training Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Wan, Zhi Hong; Wong, Siu Ling

    2013-01-01

    Teaching nature of science (NOS) is beginning to find its place in science education in China. This exploratory study interviewed twenty-four Chinese science teacher educators about their conceptions of teaching NOS to pre-service science teachers. Although five dimensions emerged, this paper mainly focuses on reporting the findings relevant to…

  18. The Influence of Hands On Physics Experiments on Scientific Process Skills According to Prospective Teachers' Experiences

    ERIC Educational Resources Information Center

    Hirça, Necati

    2013-01-01

    In this study, relationship between prospective science and technology teachers' experiences in conducting Hands on physics experiments and their physics lab I achievement was investigated. Survey model was utilized and the study was carried out in the 2012 spring semester. Seven Hands on physics experiments were conducted with 28 prospective…

  19. Preservice Elementary Teachers' Beliefs about Science Teaching

    ERIC Educational Resources Information Center

    Yilmaz-Tuzun, Ozgul

    2008-01-01

    In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers' self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US…

  20. TEACHER TRAINING: How to Produce Better Math and Science Teachers.

    PubMed

    Mervis, J

    2000-09-01

    Two National Research Council panels have released new reports on improving science and math education in the United States. One panel says that the best way to improve teacher education is to make it a continuum, with school districts taking more responsibility for the initial preparation of new teachers and university faculty playing a bigger role in ongoing professional development. The other panel says that more recent science Ph.D.s would be willing to teach high school science and math if the government helped with the transition, if the certification process were compressed, and if they could retain ties to research.

  1. Enlist micros: Training science teachers to use microcomputers

    NASA Astrophysics Data System (ADS)

    Baird, William E.; Ellis, James D.; Kuerbis, Paul J.

    A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K-12 science teachers to use microcomputers for instruction. A writing team developed the 16-hour training program in the summer of 1985, and field-test coordinators tested it with 18 preservice or in-service groups during the 1985-86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small-group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to

  2. Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

    ERIC Educational Resources Information Center

    Zhai, Junqing; Tan, Aik-Ling

    2015-01-01

    This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

  3. Science FEST: Preservice Teachers link Math and Science in Astronomy Lessons

    NASA Astrophysics Data System (ADS)

    DeMuth, N. H.; Kasabian, J.; Hacking, P. B.

    2005-12-01

    Funded by the National Science Foundation and corporate sponsored by Northrop Grumman, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and secondary school teachers design a comprehensive module in astronomy that is inquiry-based and reflects national and state science standards. Project participants then teach their module in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The project's website can be found at www.science-fest.org.

  4. Zambian pre-service junior high school science teachers' chemical reasoning and ability

    NASA Astrophysics Data System (ADS)

    Banda, Asiana

    The purpose of this study was two-fold: examine junior high school pre-service science teachers' chemical reasoning; and establish the extent to which the pre-service science teachers' chemical abilities explain their chemical reasoning. A sample comprised 165 junior high school pre-service science teachers at Mufulira College of Education in Zambia. There were 82 males and 83 females. Data were collected using a Chemical Concept Reasoning Test (CCRT). Pre-service science teachers' chemical reasoning was established through qualitative analysis of their responses to test items. The Rasch Model was used to determine the pre-service teachers' chemical abilities and item difficulty. Results show that most pre-service science teachers had incorrect chemical reasoning on chemical concepts assessed in this study. There was no significant difference in chemical understanding between the Full-Time and Distance Education pre-service science teachers, and between second and third year pre-service science teachers. However, there was a significant difference in chemical understanding between male and female pre-service science teachers. Male pre-service science teachers showed better chemical understanding than female pre-service science teachers. The Rasch model revealed that the pre-service science teachers had low chemical abilities, and the CCRT was very difficult for this group of pre-service science teachers. As such, their incorrect chemical reasoning was attributed to their low chemical abilities. These results have implications on science teacher education, chemistry teaching and learning, and chemical education research.

  5. Crossing borders: High school science teachers learning to teach the specialized language of science

    NASA Astrophysics Data System (ADS)

    Patrick, Jennifer Drake

    The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University

  6. 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…

  7. Engaging in science inquiry: Prospective elementary teachers' learning in an innovative life science course

    NASA Astrophysics Data System (ADS)

    Haefner, Leigh Boardman

    2001-10-01

    This study examined prospective elementary teachers' learning about science inquiry in the context of an innovative life science course that engaged them in an original science investigation. Eleven elementary education majors participated in the study. A multiple case study approach that was descriptive, interpretive, and framed by grounded theory was employed. Primary data sources included transcripts of semi-structured interviews, text associated with online threaded discussions, and course project documents, such as lesson plans and written reflections. Secondary data sources included videotaped class sessions and field notes. Data were analyzed using analytical induction techniques, and trustworthiness was developed through the use of multiple data sources, triangulation of data, and the use of counterexamples to the assertions. Three major findings emerged from the cross-case analysis. First, engaging in an original science investigation assisted prospective teachers in becoming more attentive to the processes of science and developing more elaborated and data-driven explanations of how science is practiced. Second, when prospective teachers struggled with particular aspects of their investigations, those aspects became foci of change in their thinking about science and doing science. Third, as prospective teachers came to place a greater emphasis on questions, observations, and experimentation as fundamental aspects of doing science, they became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include the need to re-conceptualize teacher preparation programs to include multiple opportunities to engage prospective teachers in learning science as inquiry, and attend to connections among subject matter knowledge, subject-specific pedagogy and experiences with children.

  8. Secondary science teachers' use of the affective domain in science education

    NASA Astrophysics Data System (ADS)

    Grauer, Bette L.

    The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl's Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl's Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.

  9. Jordanian twelfth-grade science teachers' self-reported usage of science and engineering practices in the next generation science standards

    NASA Astrophysics Data System (ADS)

    Malkawi, Amal Reda; Rababah, Ebtesam Qassim

    2018-06-01

    This study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n = 315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included 'using the diagram, table or graphic through instructions to clarify the subject of a new science,' and to 'discuss with the students how to interpret the quantitative data from the experiment or investigation'. The practice with the lowest frequency was 'teach a lesson on interpreting statistics or quantitative data,' which was moderately applied. No statistically significant differences at (α = 0.05) were found among these Jordanian science teachers' self-estimations of (SEP) application into their own teaching according to the study's demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (α = 0.05) was found among Jordanian high school science teachers' practice means based on gender, with female teachers using SEPs at a higher rate than male teachers.

  10. Teacher research experiences, epistemology, and student attitudes toward science

    NASA Astrophysics Data System (ADS)

    Payne, Diana L.

    This concurrent mixed methods research study examined the impact of a Teacher Research Experience (TRE) on science teacher beliefs about science, scientific research, science teaching, and student attitudes toward science. Surveys, interviews, reflective journals, and classroom observations of six teachers involved in a TRE were utilized to examine changes in beliefs as a result of participation in the TRE. Student attitudes were measured with a pre and post survey. An analysis of qualitative data from the teachers' interviews, journals, and pre and post TRE surveys indicated that some change occurred in their beliefs about science and scientists for all six teachers, and that teachers' beliefs about science teaching were affected in a variety of ways after participating in the TRE. The quantitative results of the study using Science Teachers' Beliefs About Science (STBAS) instrument suggest that the change from the beginning to the end of the school year, if any, was minimal. However, interviews with and observations of teachers identified valuable components of the TRE, such as the advanced resources (e.g., DVD, samples), a feeling of rejuvenation in teaching, a new perspective on science and scientific research, and first hand experiences in science. Results from the classroom observations using the Science Classroom Practice Record (SCPR) were mixed. Some differences may be explained, however, as relating to content taught in the pre and post classes observed or simply to inherent differences in student dynamics and behavior from class to class. There were no significant differences from pre to post TRE regarding student attitudes toward science as measured by paired samples t-tests on the modified Attitudes Toward Science (mATSI) instrument. Attitudes and beliefs are not easily changed, and change is more likely to result from direct experience and education rather than an indirect experience. Although the results are generalizable only to the participants in

  11. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    NASA Astrophysics Data System (ADS)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  12. Enhancing science teaching in an elementary school: A case study of a school-initiated Teacher Professional Development Program

    NASA Astrophysics Data System (ADS)

    Brooks, Clare M.

    1998-12-01

    typically short-term, designed by inservice providers with little input from participants, and removed physically and conceptually from the classroom. Such inservice experiences often lack administrative and collegial support for the teacher who attempts classroom implementation. While this study relates to science; the discussion is relevant to other curriculum areas such as fine arts or physical education.

  13. 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.

  14. Introducing Future Teachers to Science Beyond the Classroom

    NASA Astrophysics Data System (ADS)

    Kisiel, James

    2013-02-01

    Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations—they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed.

  15. Investigation of preservice elementary teachers' thinking about science

    NASA Astrophysics Data System (ADS)

    Cobern, William W.; Loving, Cathleen C.

    2002-12-01

    It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience.

  16. Instructional decision making of high school science teachers

    NASA Astrophysics Data System (ADS)

    Carver, Jeffrey S.

    The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

  17. 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.

  18. Impacting the Science Community through Teacher Development: Utilizing Virtual Learning.

    PubMed

    Boulay, Rachel; van Raalte, Lisa

    2014-01-01

    Commitment to the STEM (science, technology, engineering, math) pipeline is slowly declining despite the need for professionals in the medical field. Addressing this, the John A. Burns School of Medicine developed a summer teacher-training program with a supplemental technology-learning component to improve science teachers' knowledge and skills of Molecular Biology. Subsequently, students' skills, techniques, and application of molecular biology are impacted. Science teachers require training that will prepare them for educating future professionals and foster interest in the medical field. After participation in the program and full access to the virtual material, twelve high school science teachers completed a final written reflective statement to evaluate their experiences. Using thematic analysis, knowledge and classroom application were investigated in this study. Results were two-fold: teachers identified difference areas of gained knowledge from the teacher-training program and teachers' reporting various benefits in relation to curricula development after participating in the program. It is concluded that participation in the program and access to the virtual material will impact the science community by updating teacher knowledge and positively influencing students' experience with science.

  19. From learning science to teaching science: What transfers?

    NASA Astrophysics Data System (ADS)

    Harlow, Danielle Boyd

    As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways

  20. Do We Produce Enough Mathematics and Science Teachers?

    ERIC Educational Resources Information Center

    Ingersoll, Richard M.

    2011-01-01

    Empirical research on the supply and demand of math and science teachers finds some surprising results. The employment of qualified math and science teachers has more than kept pace with the demand, and most schools find qualified teachers for those positions. However, about a third of public schools--particularly high-poverty, high-minority, and…

  1. Preservice Science Teachers' Beliefs about Astronomy Concepts

    ERIC Educational Resources Information Center

    Ozkan, Gulbin; Akcay, Hakan

    2016-01-01

    The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

  2. Prospective Science Teachers' Conceptions about Astronomical Subjects

    ERIC Educational Resources Information Center

    Küçüközer, Hüseyin

    2007-01-01

    The main objective of this study was to identify prospective science teachers' conceptions on basic astronomical phenomena. A questionnaire consisting of nine open-ended questions was administered to 327 prospective science teachers. The questionnaire was constructed after extensive review of the literature and took into consideration the reported…

  3. The relationship of science teachers' beliefs and practices

    NASA Astrophysics Data System (ADS)

    Varrella, Gary Frank

    1997-10-01

    The relationships between constructivist and Science-Technology-Society (STS) teaching practices and teachers beliefs are the focus of this dissertation. This study is founded on the premise that individual teacher's beliefs are strong indicators of their instructional choices and teaching habits. The basic research premise is: the more complete and complex the individuals' belief structure about constructivist and STS teaching, the more expert and consistent the teacher is in the complementary constructivist teaching practices. This triangulation study used quantitative and qualitative methods. Three instruments were used: the Science Classroom Observation Rubric and Teaching Practices Assessment Inventory, from the Expert Science Teacher Educational Evaluation Model (ESTEEM), and the Science Teacher Beliefs About the Learning Environment Rubric (developed by the author). The results yielded significant multiple regression analysis regarding the relationships between beliefs and practices in constructivist/STS science teaching not documented elsewhere. Statistically significant factors contributing to expertise included the value teachers placed on their students as individuals whose ideas and contributions to the class are important, teachers' commitment to work as partners with students in the learning environment, and the importance of context, i.e., instruction which is personally relevant and meaningful. No differences were found related to gender or total years of teaching experience. A cross-case methodology was used to explore data from open-ended interviews and for examination of teachers' written comments regarding their interactions with students in the learning environment. Expertise was also shown to be linked to teachers with a commitment to life-long learning and to years of participation/leadership by teachers in state and national reform movements. Qualitative data corroborated these findings, providing a rich and authentic background to the

  4. Administrative support of novice science teachers: A multiple case study

    NASA Astrophysics Data System (ADS)

    Iacuone, Leann

    Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional

  5. Science teachers' interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of science

    NASA Astrophysics Data System (ADS)

    Mansour, Nasser

    2010-03-01

    The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers' views of the relationship between science and religion within the Islamic context. Teachers' key vision of the relationship between science and religion was that "religion comes first and science comes next. I will argue that teachers' personal religious beliefs are among the major constructs that drive teachers' ways of thinking and interpretation of scientific issues related with religion. Then, I discuss how teachers' personal religious beliefs have been formed and influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic) context. [InlineMediaObject not available: see fulltext.][InlineMediaObject not available: see fulltext.][InlineMediaObject not available: see fulltext.

  6. 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.

  7. The Challenges of Designing and Implementing Effective Professional Development for Out-of-Field High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Escalada, Lawrence T.; Moeller, Julia K.

    2006-02-01

    With the existing shortage of qualified high school physics teachers and the current mandate of the No Child Left Behind Act requiring teachers to be "highly qualified" in all subjects they teach, university physics departments must offer content courses and programs that would allow out-of-field high school physics teachers to meet this requirement. This paper will identify how the University of Northern Iowa Physics Department is attempting to address the needs of the high school physics teacher through its course offerings and professional development programs for teachers. The effectiveness of one such physics professional development program, the UNI Physics Institute (UNI-PI), on secondary science teachers' and their students' conceptual understanding of Newtonian mechanics, and the teachers' instructional practices was investigated. Twenty-one Iowa out-of-field high school physics teachers participating in the program were able to complete the physics coursework required to obtain the State of Iowa 7-12 Grade Physics Teaching endorsement. Twelve of the participants completed a two-year program during the 2002 and 2003 summers. Background information, pre- and post-test physics conceptual assessments and other data was collected from participants throughout the Institute. Participants collected pre and post-test conceptual assessment data from their students during the 2002-2003 and 2003-2004 academic years. This comprehensive assessment data revealed the Institute's influence on participants' and students' conceptual understanding of Newtonian Mechanics. The results of this investigation, the insights we have gained, and possible future directions for professional development will be shared.

  8. Socioscience and ethics in science classrooms: Teacher perspectives and strategies

    NASA Astrophysics Data System (ADS)

    Sadler, Troy D.; Amirshokoohi, Aidin; Kazempour, Mahsa; Allspaw, Kathleen M.

    2006-04-01

    This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed.

  9. Study of Turkish Preschool Teachers' Attitudes toward Science Teaching

    NASA Astrophysics Data System (ADS)

    Erden, Feyza T.; Sönmez, Sema

    2011-05-01

    This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers' Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers' attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers' characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.

  10. Identity Discourse in Preservice Teachers' Science Learning Autobiographies and Science Teaching Philosophies

    ERIC Educational Resources Information Center

    Hsu, Pei-Ling; Reis, Giuliano; Monarrez, Angelica

    2017-01-01

    Research in science education has shown that one's identities as science learner and teacher can mediate their pedagogical practices. Grounded in the perspective that language is a resource for identity (re)construction (Gee, 2000), the present study sought to understand how preservice science teachers' identities were manifested in their…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  12. RX for science literacy: The what, where, how, and why of health science research (A teacher`s manual about biomedical research)

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

    Hoffman, K.S.

    1994-12-31

    When the North Carolina Association for Biomedical Research (NCABR) surveyed the state`s science teachers in March 1993, 92% of those responding requested information related to biomedical research. Most of the teachers requested lesson plans and activities designed to help them give students an accurate and balanced perspective on research. In response to that need, NCABR has recently completed production of a 300-page teacher`s manual that provides an overview of the biomedical research process and describes the role and care of animals in that process. Rx for Science Literacy incorporates background information, lesson plans, handouts and activities to assist teachers inmore » K-12 classrooms. Developed by a science teacher with assistance from science and education experts, the manual captures the complex biomedical research process in an easy-to-follow, easy-to-use format. In North Carolina, NCABR plans to begin these workshops in fall 1994. The workshops will include a tour of a biomedical research laboratory and on-site presentations by bench scientists. Teacher evaluation of the manual will be structured into the workshop program. The manual is available at cost to all interested individuals and organizations.« less

  13. Research on Preservice Physical Education Teachers' and Preservice Elementary Teachers' Physical Education Identities: A Systematic Review

    ERIC Educational Resources Information Center

    Keating, Xiaofen D.; Shangguan, Rulan; Zhou, Ke; Fan, Yao; Liu, Jingwen; Harrison, Louis

    2017-01-01

    The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on…

  14. 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…

  15. Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers

    ERIC Educational Resources Information Center

    Luft, Julie A.; Wong, Sissy S.; Semken, Steve

    2011-01-01

    The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. This paper is our effort to initiate…

  16. Factors affecting student achievement in science: A study of teacher beliefs

    NASA Astrophysics Data System (ADS)

    Hayes, Jonathan

    This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.

  17. Applying a Goal-Driven Model of Science Teacher Cognition to the Resolution of Two Anomalies in Research on the Relationship between Science Teacher Education and Classroom Practice

    ERIC Educational Resources Information Center

    Hutner, Todd L.; Markman, Arthur B.

    2017-01-01

    Two anomalies continue to confound researchers and science teacher educators. First, new science teachers are quick to discard the pedagogy and practices that they learn in their teacher education programs in favor of a traditional, didactic approach to teaching science. Second, a discrepancy exists at all stages of science teachers' careers…

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

    NASA Astrophysics Data System (ADS)

    Lundqvist, Eva; Sund, Per

    2016-11-01

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

  19. Investigating the Relationship between Teachers' Nature of Science Conceptions and Their Practice of Inquiry Science

    ERIC Educational Resources Information Center

    Atar, Hakan Yavuz; Gallard, Alejandro

    2011-01-01

    In addition to recommending inquiry as the primary approach to teaching science, developers of recent reform efforts in science education have also strongly suggested that teachers develop a sound understanding of the nature of science. Most studies on teachers' NOS conceptions and inquiry beliefs investigated these concepts of teachers' NOS…

  20. Focusing on the Classical or Contemporary? Chinese Science Teacher Educators' Conceptions of Nature of Science Content to Be Taught to Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Wan, Zhi Hong; Wong, Siu Ling; Wei, Bing; Zhan, Ying

    2013-01-01

    Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators' conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content to be taught to pre-service…

  1. Educating Primary Teachers to Teach Physical Education

    ERIC Educational Resources Information Center

    Tsangaridou, Niki

    2012-01-01

    Research evidence suggests that, worldwide, physical education in early years is mainly taught by primary teachers (Graber et al., 2008; Hunter, 2006; Kirk, 2005). Descriptions of primary teachers' experiences of teaching physical education are particularly essential as an avenue for developing better-quality teacher training for teaching primary…

  2. 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…

  3. Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

    NASA Astrophysics Data System (ADS)

    Anderson, Dayle; Moeed, Azra

    2017-05-01

    Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

  4. Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers

    NASA Astrophysics Data System (ADS)

    Kerr, Rebecca

    The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

  5. `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

    NASA Astrophysics Data System (ADS)

    Danielsson, Anna T.; Warwick, Paul

    2014-04-01

    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 a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers' talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women's Studies International Forum, 26(1):69-77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: `Teaching science through inquiry', `Traditional science teacher', `Traditional primary teacher', `Teacher as classroom authority', and `Primary teacher as a role model' (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

  6. Teachers' participation in research programs improves their students' achievement in science.

    PubMed

    Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

    2009-10-16

    Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

  7. Enhancing Science and Mathematics Teacher Education: Evaluating an Enhancement Module for Science Pre-Service Teachers

    ERIC Educational Resources Information Center

    Woolcott, Geoff; Whannell, Robert; Pfeiffer, Linda; Yeigh, Tony; Donnelly, James; Scott, Amanda

    2017-01-01

    Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialised economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with…

  8. Pre-service Science Teacher Preparation in China: Challenges and Promises

    NASA Astrophysics Data System (ADS)

    Liu, Enshan; Liu, Cheng; Wang, Jian

    2015-02-01

    The purpose of this article was to present an overview of pre-service science teacher preparation in China, which is heavily influenced by Chinese tradition, Confucianism, and rapid social and economic development. The policies, science teacher education systems and related programs jointly contribute to producing enough science teachers for hundreds of thousands of schools at different levels. At the same time, some important reforms should be undertaken, and more candidates with the ability to do educational research should be trained. These qualified science teachers not only face the challenges of the new round of science education reform, but also take opportunities to implement new science curriculum effectively. Therefore, it will facilitate professional development and improve science education in turn.

  9. Malaysian Teacher Trainees' Practices on Science and the Relevance of Science Education for Sustainability

    ERIC Educational Resources Information Center

    Nair, Subadrah Madhawa; Mohamed, Abdul Rashid; Marimuthu, Nagamah

    2013-01-01

    Purpose: The purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education. Design/methodology/approach: The study employed a survey method using questionnaires. The…

  10. Science Teachers' Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

    ERIC Educational Resources Information Center

    Antink-Meyer, Allison; Meyer, Daniel Z.

    2016-01-01

    The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This…

  11. Between School Factors and Teacher Factors: What Inhibits Malaysian Science Teachers from Using ICT?

    ERIC Educational Resources Information Center

    Ahmad, Tunku Badariah Tunku

    2014-01-01

    Despite the Malaysian government's efforts to increase the use of ICT in school, teachers' uptake of the technology remains slow and dismal. In this study, teachers' perceptions of the barriers that inhibited their use of ICT in the science classroom were explored. One hundred and fifty-one (N = 151) science teachers from selected secondary…

  12. Professional development model for science teachers based on scientific literacy

    NASA Astrophysics Data System (ADS)

    Rubini, B.; Ardianto, D.; Pursitasari, I. D.; Permana, I.

    2017-01-01

    Scientific literacy is considered as a benchmark of high and low quality of science education in a country. Teachers as a major component of learning at the forefront of building science literacy skills of students in the class. The primary purpose this study is development science teacher coaching model based on scientific literacy. In this article we describe about teacher science literacy and profile coaching model for science’ teachers based on scientific literacy which a part of study conducted in first year. The instrument used in this study consisted of tests, observation sheet, interview guides. The finding showed that problem of low scientific literacy is not only happen the students, but science’ teachers which is a major component in the learning process is still not satisfactory. Understanding science teacher is strongly associated with the background disciplinary. Science teacher was still weak when explaining scientific phenomena, mainly related to the material that relates to the concept of environmental. Coaching model generated from this study consisted of 8 stages by assuming the teacher is an independent learner, so the coaching is done with methods on and off, with time off for activities designed more.

  13. Students as 'catalysts' in the classroom: the impact of co-teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science

    NASA Astrophysics Data System (ADS)

    Murphy, Colette; Beggs, Jim; Carlisle, Karen; Greenwood, Julian

    2004-08-01

    This study is an investigation of the impact of collaborative teaching by student-teachers and classroom teachers on children's enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student-teachers were placed in primary schools where they 'co-taught' investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children's attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children's experience of science.

  14. Science Professional Learning Communities: Beyond a singular view of teacher professional development

    NASA Astrophysics Data System (ADS)

    Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

    2013-07-01

    Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

  15. Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

    NASA Astrophysics Data System (ADS)

    Grace, Shamarion Gladys

    lesson structure, (d) meaning of model/modeling, and (e) Which comes first?--science content learning or science exhibit exploration. These challenges were considered and discussed as opportunities for personal growth. The third space allowed for participant reflection and transformation in formal-informal collaboration and communication. In article two, teacher-students' classroom discourse transcripts corresponding to the workbook lessons from the IQWST Physics Unit were analyzed. Four instructional events were selected for discourse analysis: focusing on the inquiry process; understanding about kinetic energy; formulating scientific explanations; and translating energy transformation. The discourse-excerpts representing the aforementioned instructional events revealed four teacher behaviors: teacher-posed questions, teacher-explanations, teacher responses, and teacher reference to past learning. Of these teacher behaviors, teacher-posed questions dominated and these consist of fill-in-the-blank, affirmation, second-order, descriptive, and explanatory. Article three represented the results of the IQWST Unit Achievement Test (IUAT) and students' understanding of the concepts of energy and energy transformation. The IUAT indicated that students (N=37) in the experimental group taught with the science center exhibits augmented IQWST curriculum unit achieved scores (p<0.001) about the same as students in the control group (N=31) taught only with the IQWST curriculum unit. However, the experimental (Deltapost-pre = 4.78) and control (Deltapost-pre = 4.04) groups revealed significant gains (p<0.001) from pre-test scores to post-test scores. These findings confirm that underserved urban students' learning can be enhanced with an augmented standards-based curriculum unit. The students also can realize significant achievement gains when professionally developed and administration supported teachers use standards-driven science curriculum whether or not augmented with science

  16. Science for All: Empowering Elementary School Teachers

    ERIC Educational Resources Information Center

    Plonczak, Irene

    2008-01-01

    This article addresses issues that are related to the empowerment of elementary teachers through teaching and learning science in socially and culturally meaningful contexts. It is based on the analysis of the attitudes and relationship to science of 10 elementary school teachers from inner city schools in Caracas, Venezuela. In the context of a…

  17. The Development of a Physical Education Teachers' Physical Activity Self-Efficacy Instrument.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges

    2003-01-01

    Developed a valid, reliable physical education teachers' physical activity self-efficacy scale for teaching classes in which students were engaged in high levels of physical activity. Results offer preliminary support for the psychometric properties of this instrument, which can help understand physical education teachers' efficacy in overcoming…

  18. MAESTRO: Mathematics and Earth Science Teachers' Resource Organization

    NASA Astrophysics Data System (ADS)

    Courtier, A. M.; Pyle, E. J.; Fichter, L.; Lucas, S.; Jackson, A.

    2013-12-01

    The Mathematics and Earth Science Teachers' Resource Organization (MAESTRO) partnership between James Madison University and Harrisonburg City and Page County Public Schools, funded through NSF-GEO. The partnership aims to transform mathematics and Earth science instruction in middle and high schools by developing an integrated mathematics and Earth systems science approach to instruction. This curricular integration is intended to enhance the mathematical skills and confidence of students through concrete, Earth systems-based examples, while increasing the relevance and rigor of Earth science instruction via quantification and mathematical modeling of Earth system phenomena. MAESTRO draws heavily from the Earth Science Literacy Initiative (2009) and is informed by criterion-level standardized test performance data in both mathematics and Earth science. The project has involved two summer professional development workshops, academic year Lesson Study (structured teacher observation and reflection), and will incorporate site-based case studies with direct student involvement. Participating teachers include Grade 6 Science and Mathematics teachers, and Grade 9 Earth Science and Algebra teachers. It is anticipated that the proposed integration across grade bands will first strengthen students' interests in mathematics and science (a problem in middle school) and subsequently reinforce the relevance of mathematics and other sciences (a problem in high school), both in support of Earth systems literacy. MAESTRO's approach to the integration of math and science focuses on using box models to emphasize the interconnections among the geo-, atmo-, bio-, and hydrospheres, and demonstrates the positive and negative feedback processes that connect their mutual evolution. Within this framework we explore specific relationships that can be described both qualitatively and mathematically, using mathematical operations appropriate for each grade level. Site-based case studies

  19. Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives

    ERIC Educational Resources Information Center

    Sahin, Alpaslan; Adiguzel, Tufan

    2014-01-01

    The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school…

  20. Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

    NASA Astrophysics Data System (ADS)

    Atar, Hakan Yavuz

    Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to