Search results for: Science education
Page 1/8 77 items
Achieving the goal of a scientifically literate society greatly depends on teachers. This study assesses preservice elementary teachers’ conceptual understanding of scientific literacy. Study participants include 20 preservice elementary teachers registered in an advanced science methods course at a midsize university in the United States. A qualitative interview design with a sem-istructured interview format was used. The results of this study showed that preservice elementary teachers’ scientific literacy and knowledge of the nature of science required improvement to comply with science education reforms; however, they showed adequate understanding of the relationship among science, technology, and society.
Updated: Oct. 21, 2021
The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development
This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowledge. Data were obtained by a test probing PSTs’ physics knowledge (attained curriculum); analysis of teacher education curriculum documents (intended); and video-recording, observation and analysis of lectures delivered to pre-service teachers at four Colleges of Teacher Education (implemented). These illustrate that implementation focuses on high-level, abstract knowledge delivered mainly via mathematical approaches, offering limited opportunities for learning basic concepts by debate. An outcome of current practice is that physics teachers lack the necessary subject knowledge to teach effectively, leading successive generations of Ethiopian students to under-achieve. The paper argues for change to enable Ethiopia to achieve its aim of raising educational achievement and societal productivity to become a low-middle income nation by 2025.
Updated: Oct. 13, 2021
Imagination, Brokers, and Boundary Objects: Interrupting the Mentor–Preservice Teacher Hierarchy When Negotiating Meanings
The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor–preservice teacher interactions. The authors analyzed how and when preservice and mentor teachers introduced ideas to group conversations and whose ideas were taken up by the group during a co-learning task. They found that mentor teachers tended to dominate group sense-making. However, preservice teacher use of imagination, the actions of teacher educators as brokers, and the use of boundary objects temporarily interrupted the dominant hierarchy. The authors conjecture that these moments raised preservice teacher status within the group so that mentor teachers took up preservice teachers’ ideas.
Updated: Jul. 19, 2020
Enacting Literacy Pedagogies: A Collaborative Self-study by Teacher Educators in Physical Education and Science
In this article, the authors aimed to explore their pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. The authors conclude that the collaborative self-study provided support and encouragement from a trusted colleague as well as a safe space to explore and reframe problematic aspects of practice. This self-study helped the authors to understand many conceptual similarities between the constructs of physical literacy and scientific literacy.
Updated: Feb. 21, 2018
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
Using Vygotsky’s Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-service Science Teacher Education
In this study, coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching. The authors also suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning.
Updated: Aug. 13, 2017
The purpose of this study was two folded: Firstly, to determine if there was evidence that the additional components increased persistence in teaching, and, secondly, to determine the perceived effectiveness of the required mentor professional learning and the perceived effectiveness of mentoring by the mentees. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors. The findings reveal that providing mentoring for novice teachers is essential to their effectiveness and persistence in teaching. Furthermore, mentees noted that they wanted to have more reciprocal observations and feedback with their mentors and wanted to co-plan instruction for greater effectiveness.
Updated: Feb. 26, 2017
Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention*
This article present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. Preliminary results indicate that student learning improved across all categories, although the effect varied by category. Furthermore, English Language Learner (ELL) learning gains were on par with nonELLs, with differences across proficiency levels for vocabulary gain scores. Overall, these results offer some promise that the instruction provided by first year elementary teachers )FYTs), and by extension the project’s intervention, can improve ELLs’ science and literacy learning, as well as learning for English only students.
Updated: Feb. 26, 2017
Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation
In this article, the authors investigate if preservice teachers that experienced the CFSEP model in their science methods course and teaching practicum demonstrate stronger beliefs and practices in culturally responsive science pedagogy than a comparison group of preservice teachers. The participants were teacher candidates in the intervention group, who received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. The authors compare changes between a control group of preservice teachers and those involved in the intervention. The findings reveal that the intervention group increased more than the control group in their beliefs about the efficacy of this practice, which includes teacher’s use of purposeful grouping and sharing authority with students during science investigations.
Updated: Nov. 30, 2016
Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design
The purpose of this study was to investigate what kind of conceptions elementary school student teachers have regarding photosynthesis and whether or not a refutational text fosters an understanding of the phenomenon more effectively than a traditional, nonrefutational text. The authors were also interested in how the level of learners’ previous knowledge was connected to learning via different text types. The results indicate that pre-service elementary school teachers’ understanding of photosynthesis was relatively poor before they read the text. However, after reading the text, the participants achieved significantly better results, and thus the intervention was successful. The results also indicate that the refutational text supported students’ learning of photosynthesis more than the traditional, non-refutational text.
Updated: Nov. 29, 2016