Search results for: Science education
Page 2/8 74 items
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
Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
This study explored the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a social metacognitive - constructivist instructional framework, influenced the participants’ thinking about their own thinking with the technology in learning mathematics/science and their thinking about their students’ thinking and understanding when learning with the technology. Three themes emerged: The learning trajectory as an ordered network of experiences is multi-faceted; the tools are used for sharing knowledge as well as constructing knowledge; and the tasks sequence the participant in the role of a ‘teacher as a student’ transitioning to the role of ‘teacher as a teacher’.
Updated: Mar. 16, 2015
Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program
This study explores pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy.
Updated: Mar. 16, 2015
This article describes the aspects of iPad use which preservice teachers perceived as beneficial in the forces and motion unit. The results revealed that at many stages of this process, the preservice teachers used iPads to abstract ideas from physical experience. Preservice teachers’ responses showed that these experiences were perceived as valuable, both in terms of an understanding of the underlying content and completion of the project as a whole. Additionally, participants described how the iPad influenced instructional efficiency, engagement, and social learning. The authors recommend that it is highly relevant to the development of preservice teachers’ critical pedagogical skills that they confront and discuss both the strengths and weakness of the iPads for various purposes, as well as analyze the way the device shapes student interaction.
Updated: Feb. 26, 2015
The study outlined in this article used the Draw-A-Scientist Test (DAST) to explore the views of scientists held by preservice students in science methods classes at both the elementary and secondary levels. The findings revealed that the students with greater previous science experience at both the secondary and post-secondary level would create visual representations of scientist that were significantly less stereotypical than representations created by students with lesser previous science experience. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences.
Updated: Jul. 16, 2014