Search results for: Science instruction
Page 4/9 88 items
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The study explored the ideas, understandings, and the recommendations for teaching inquiry science of exemplary elementary teachers and the ways that they use inquiry science in their classrooms. The findings reveal that the six exemplary teachers held ideas about inquiry as ‘‘finding things out’’ and all described themselves as having been children who explored and experimented with the world around them. The teachers in this group all recommended that when encouraging other teachers to implement inquiry, they need to first recognize its importance, and certainly this will take involving teachers in authentic inquiry experiences as learners so that they will be able to begin to view themselves, as these focus group teachers did, as problem-solvers and experimenters.
Updated: May. 25, 2014
Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry
This study investigated preservice science teachers’ successes and struggles in moving back and forth across the cultural border between science student and inquiry-oriented science teacher. The participants were eight preservice science teacher participants were enrolled in a small, post-baccalaureate teacher education program in Southern California. The authors conducted two types of qualitative analyses. One, they grouped their preservice teacher participants into one of four types of potential science teachers. Two, they identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. They found that preservice teachers were willing and interested in teaching science as inquiry.
Updated: May. 14, 2014
The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
The purpose of this study was to examine teachers’ reported instructional strategies for promoting science learning while supporting English language development during science instruction with diverse student groups, especially English Language Learners (ELLs), in urban elementary schools. The findings reveal that teachers across three grade levels consistently indicated similar strategies to promote science learning, such as making connections to prior knowledge or real world experiences and engaging in hands-on activities. However, teachers at all three grade levels did not report more sophisticated inquiry-based strategies. Although the reported strategies were similar in frequency across grade levels, there were significant differences among grade level and by years of teacher participation.
Updated: May. 12, 2014
This study examined elementary preservice teachers’ knowledge and application of science vocabulary during peer teaching. The purpose of this study was to: (1) examine preservice teachers’ knowledge of elementary science vocabulary at the beginning and end of a science methods course, and (2) document preservice teachers’ use of elementary science vocabulary commonly used in elementary science instruction during initial science teaching experiences. The data reveal that preservice teachers’ initial knowledge of elementary science vocabulary was lacking , despite the successful completion of high school and college science coursework. The findings indicate that the course positively impacted the preservice teachers’ knowledge of select elementary science vocabulary.
Updated: Apr. 13, 2014
Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction
The authors are four preservice teacher educators who became collaborators and co-researchers to explore their preservice teachers' attitudes toward science and mathematics. The authors found significant differences among the PTs in the program, both in terms of their attitudes and prior experiences of science and math education, and in their confidence in engaging their students in these subjects. This collaborative research project provided two avenues for professional learning: the findings we established from the data collected from the PTs and the actual experience of collaborating and learning about each others’ philosophical stances.
Updated: Mar. 17, 2014
In this work, the authors are interested in supporting beginning teachers in identifying and productively drawing on the everyday knowledge and experiences that children bring to science learning. They focus on preservice teachers’ emerging understandings of the nature and utility of learner’s funds of knowledge. The authors argue that when preservice teachers define the utility of funds of knowledge, they do so in reference to managing classroom interactions and supporting student learning. The authors consider preservice teachers’ description of the utility of funds of knowledge as a hook to be productive and reasonable but insufficient.
Updated: Mar. 12, 2014
A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated before introduction of the standards into the classroom. This research examines the contribution of PD and instruction to the implementation of science standards and whether seniority in teaching together with PD assisted in the implementation. The findings reveal that seniority in teaching helped in implementation, even though veteran teachers usually find it more difficult to accept change.
Updated: May. 29, 2013
Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals
The authors examined whether science teaching journals’ recommendations are anchored to high-quality evidence. The authors found that (a) most National Science Teacher Association journals’ science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research.
Updated: Apr. 23, 2013
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013
Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms
In this study, the authors examined teachers’ instructional moves to elicit and develop students’ ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The authors present three contrasting cases of teachers to highlight evidence that shows teachers’ differing strategies for eliciting students’ ideas and questions, and for developing their ideas, questions and questioning skills. The authors found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them.
Updated: Mar. 24, 2013