Search results for: Science teachers
Page 4/13 126 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 case study aimed to examine the construction of teaching practices of a first-year science teacher in an urban school setting to illustrate the non-linear nature of teaching activity. The author contends that by examining the conflux of elements present in the settings where new teachers teach and the ways those elements work together to shape practice, teacher education researchers will help advance the field’s understanding of teacher learning as continually transforming in relation to the teacher’s own experiences, her students, the classroom and school context, and the broader state and federal policies that bear down on her teaching. The author concludes that non-linear conceptual and methodological frameworks turn the attention to the processes through which outcomes are produced.
Updated: Feb. 08, 2016
Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
Updated: Dec. 29, 2015
Preservice Elementary Science Teachers’ Connections among Aspects of NOS: Toward a Consistent, Overarching Framework
This research examined the connections elementary preservice science teachers made among various aspects of nature of science (NOS). Data analysis focused on preservice teachers’ ability to connect their understandings of the various aspects of NOS to one another. 43 of preservice teachers made connections among NOS aspects and generally, these connections were emphasized at the end of the semester following the intervention.
Updated: Dec. 27, 2015
Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Updated: Dec. 15, 2015
An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice
This article examines the experiences of Black science teacher educators when they attempted to include multicultural education, equity, and social justice in their teaching. The findings reveal that the participants shared challenges that occur in the academy when they dealt with their Blackness as a faculty member and attempted to infuse multicultural science education, equity, and social justice in their classes. Many of these faculty members decided to incorporate multicultural education, equity, and social justice in their courses. Furthermore, some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. The authors suggest that these shared experiences can assist other science educators by understanding Black faculty members’ struggles with the infusion of multicultural science education, equity, and social justice in their teaching.
Updated: Dec. 14, 2015
Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge
This article proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. The authors found that many students used “TPACK” to refer to both the knowledge domain and the overall model in their reflections. While this improper use of terminology could be construed as a lack of understanding of TPACK, they believe this is another consequence of the video script, and not of the model. A common theme from the reflections gathered from treatment group A was that the TPACK radar diagram model was about growth and improvement.
Updated: Aug. 10, 2015
Engaging Pre-service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework
This article describes a case study, which conducted in the course to investigate the pre-service teachers’ changes in technology competency as well as reasoning on the interplays between technology, pedagogy, and content. The authors used the Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation (MAGDAIRE) framework. The findings suggest that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of Flash for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
Updated: Jul. 21, 2015