Search results for: Science education
Page 2/8 78 items
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
A Community College Instructor’s Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course
This article reports on the challenges and successes encountered by an in-service teacher, Sarah, implementing nature of science (NOS) for the first time throughout four units of a community college biology course. The in-service teacher, who participated in this study, found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.
Updated: Jun. 06, 2016
Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
The aim of this study was to identify the factors that help preservice early childhood teachers benefit most from an empirically tested conceptual change orientated instructional intervention. Results suggest that use of metacognitive strategies facilitated preservice teachers’ use of deep-level cognitive strategies, which in turn promoted their scientific conceptual understandings of the cause of the moon phases. Overall, results provided evidence for the predictive ability of the hypothesized model of intentional conceptual change in explaining the change in conceptual understandings of the cause of the moon phases.
Updated: Apr. 06, 2016
An Investigation into Higher Education Student and Lecturer Views on Research Publication and their Interest in the Production of a College Partnership Science Journal
The main purpose of this research was to investigate students’ views of using published research and their attitudes towards the research activities of their lecturers. A secondary aim was to examine the feasibility of developing a journal for the college partnership which would enable staff and students to submit manuscripts. Lecturers and students showed strong support for the proposal. Students indicated that lecturers who had published would be seen as more credible and would link their research activity to the learning experience more effectively. Students believed that the possibility of publishing their work in such a journal would be a wonderful opportunity which would make them work harder.
Updated: Mar. 30, 2016
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity
In this article, the authors investigated how the informal science education (ISE) innovations in the elementary teacher education program affected the participants as they began their professional lives as classroom teachers of science. The authors found that the two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. Specifically, the affective benefits derived from the infusion of ISE contributed to developing how they came to see and enact reform-oriented science teaching practices.
Updated: Mar. 16, 2016
This study explored how teachers’ functionality as scientists developed and aspects of their experiences that were important to their development as scientists. These results suggest that a teachers’ background before participating in a Research Experiences for Teachers program does not determine whether a teacher will reach high scientific functionality or not. Furthermore, teachers within the high science functionality group adjusted to open-ended environment, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, the low science functionality group did not have a true research project, primarily focused on teaching aspect, and did not display a transition of responsibilities.
Updated: Mar. 15, 2016
This study aimed to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece. An enhancement and a worsening student beliefs groups were identified based on their changing beliefs.
Updated: Feb. 29, 2016
The present research examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. Data indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice.
Updated: Dec. 27, 2015
The purpose of this study was to examine the ways in which prospective teachers’ conceptions about teaching science as inquiry, and their efficacy for teaching science change across the Science Semester. Entering the Science Semester, the participants related to science as coursework they needed to complete to meet program requirements. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives. In contrast to the mixed views on their own learning, all of the participants eagerly embraced the idea that elementary science teaching should involve inquiry-based methods. The idealized image of activity-based experiences for children fulfills their goals for their future classrooms, and is congruent with their goals for a nurturing classroom environment.
Updated: Dec. 14, 2015
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Updated: Oct. 27, 2015