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1.
Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teachers produced 379 statements that were grouped into six conceptual categories. The categories of apprenticeship, personal support, and colearning revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring. The conceptions functioned as referents for their mentoring practice. Mentoring as apprenticeship was the dominant conception among both the beginning teachers and mentors. The findings of this study imply that conceptions of mentoring held by mentors and beginning science teachers should be considered when organizing the school-based component of alternative certification programs.  相似文献   

2.
This article reports the validity and use of a new form of the Constructivist Learning Environment Survey (CLES). As part of a larger study, a comparative student version (CLES-CS) was developed to evaluate the impact of an innovative teacher development program (based on the Integrated Science Learning Environment, ISLE, model) in school classrooms. Two separate response blocks for 30 items comprising five scales are presented in side-by-side columns to measure students’ perceptions on a five-point frequency response scale of the extent to which certain psychosocial factors are prevalent in the science class taught by a teacher who had attended the ISLE program (THIS), as well as their perceptions of other science and non-science classes taught by other teachers in the same school (OTHER). The five scales of the CLES are called Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation. Using data collected from 1079 students in 59 classes in north Texas, principal components factor analysis with varimax rotation and Kaiser normalization confirmed the a priori structure of the CLES-CS. The factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups were supported for the CLES-CS. Students whose science teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other science and non-science teachers in the same schools (OTHER). Similar results were found when comparing the classroom environment perceptions of students whose science teachers had attended the ISLE program with the perceptions of students whose science teacher had attended alternative field trip programs (non-ISLE).  相似文献   

3.
abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.  相似文献   

4.
This paper describes the results from a qualitative study of 72 preservice teachers’ initial ideas about contextualizing science instruction with language minority students. Participants drew primarily on local ecological and multicultural contexts as resources for contextualizing instruction. However, preservice teachers enrolled in the bilingual certification program articulated more asset-oriented and less stereotypical ideas than those not seeking bilingual certification. Results can inform teacher education programs that aim to prepare graduates for teaching science in multilingual classrooms.  相似文献   

5.
Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.  相似文献   

6.
Research Findings: The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 min of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers' years of experience, teachers' levels of education, and the socioeconomic status of children served in the program. Practice or Policy: Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in the preschool classrooms. Affording mathematics and science experiences to all preschool children as outlined in professional and state standards may require additional professional development aimed at increasing preschool teachers' understanding and implementation of learning opportunities in these 2 domains in their classrooms.  相似文献   

7.
In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program. State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching, as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set. Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education.  相似文献   

8.
The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants’ perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers’ perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.  相似文献   

9.
Among the initiatives of the Maryland Collaborative for Teacher Preparation (MCTP) is a summer research internship program that places preservice middle grades teachers in extended collaboration with professional mathematicians, scientists, and educators engaged in research and curriculum development activities. We describe the MCTP internship program including the rationale for and structural features of the program. We also highlight the effects of the internship experience on preservice teachers' conceptions of and beliefs about the nature and processes of mathematics and science, and the teaching of mathematics and science. Our findings suggest that the internship experience is a fundamentally significant life experience for preservice teachers. Furthermore, internships have the potential for realizing reform in mathematics and science education; that is, preservice teachers who have participated in MCTP internships intend to bring a holistic, conceptually oriented view of mathematics and science to their classrooms. The paper concludes with a summary of ongoing programmatic and logistical challenges of the MCTP internship program. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

10.
The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards.  相似文献   

11.
Conclusions It is imperative that the education given to United States children include adequate science taught in a way that will encourage the retention of all students; however, as half the population is female and females are underrepresented in the fields of mathematics and science, it is especially important that females be encouraged in these areas. Teacher education has been challenged to develop programs that produce teachers who understand the need for equitable science classrooms and who have the skills necessary to produce them. Several suggestions have been given for teacher education programs in science. First, college professors must examine their courses for gender bias. They must model equitable classroom strategies by planning activities that encourage the females to become active participants in the learning process and by using language that is gender inclusive. Second, definite instruction should be given to help the preservice and inservice teachers address their own attitudes toward science and children. Third, specific attention must be paid to assessing teachers in the following areas: (a) developing active, inquiry-based instruction; (b) developing classrooms in which constructive talking is the norm; (c) using cooperative groups correctly; (d) decreasing stereotyping of males, females, and scientists; and (e) using language that is gender inclusive.  相似文献   

12.
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length and reported lower levels of preparedness to use reform pedagogical approaches.  相似文献   

13.
Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms characterised by inquiry and active student participation. The purpose of this study was to investigate differences in the learning environments of Qatari mathematics and science classrooms at two levels: in higher- and lower-performing Qatari schools implementing the recent Education for a New Era reform elements; and in classes of teachers who experienced professional development focused on student-centred teaching strategies and those who did not. Participants included teachers and students in 47 grade 3 and 4 mathematics and science classrooms. Classroom observations were conducted and student learning environment surveys were administered at the beginning and end of the semester. Results indicated low levels of student-centred instruction, despite significant improvement over time. Few differences by level of school performance or professional development participation existed. However, Personalisation emerged as a key learning environment variable related to teachers’ implementation of student-centred instruction.  相似文献   

14.
This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices.  相似文献   

15.
Disagreements exist among textbook authors, curriculum developers, and even among science and mathematics educators/researchers regarding the meanings and roles of several key nature-of-science (NOS) and nature-of-mathematics (NOM) terms such as proof, disproof, hypotheses, predictions, theories, laws, conjectures, axioms, theorems, and postulates. To assess the extent to which these disagreements may exist among high school science and mathematics teachers, a 14-item survey of the meanings and roles of the above terms was constructed and administered to a sample of science and mathematics teachers. As expected, the science teachers performed better than the mathematics teachers on the NOS items (44.1 versus 24.7%, respectively) and the mathematics teachers performed better than the science teachers on the NOM items (59.0 versus 26.1%, respectively). Nevertheless, responses indicated considerable disagreement and/or lack of understanding among both groups of teachers concerning the meanings/roles of proof and disproof and several other key terms. Therefore it appears that these teachers are poorly equipped to help students gain understanding of these key terms. Classroom use of the If/and/then/Therefore pattern of argumentation, which is employed in this paper to explicate the hypothesis/conjecture testing process, might be a first step toward rectifying this situation.  相似文献   

16.
Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor–protégé interactions, and the importance of a multiyear induction process.  相似文献   

17.
In this study discourse and conversation analyses were performed on talk by science and mathematics teaching faculty participating in reforming content courses for teacher candidates participating in a mathematics and science teacher preparation project (upper elementary and middle level). The context of the study was the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project in the USA. The study's goal was to explore the use of discourse and conversation analyses as ways to understand faculty beliefs concerning mathematics and science, two disciplines the MCTP project aimed to connect. Discussion focused on two areas: (1) the comparison of the discourse on science and mathematics by the science, mathematics, and pedagogy content specialists, and (2) the impact of collaboration on the science and mathematics teaching faculty's conversation on science and mathematics. An implication of this study is to promote the analysis of talk as way to inform and direct faculty transformation in science and mathematics teacher education programs. Future research is recommended.  相似文献   

18.
The achievement gap between science classrooms and historic inequalities   总被引：1，自引：0，他引：1  
In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS’99) were analysed with a view to evaluating the politicized gap between what are viewed as well-functioning and provisioned classrooms (predominantly housing White teachers and White or mixed classes in urban areas) and not well-functioning and poorly provisioned classrooms (largely African teachers and African pupils in peri-urban and rural areas). The data are explored in this article to ascertain and gain insight into similarities and differences in classroom conditions, teacher actions and the relationship between these and pupils’ achievement in science in South African classrooms. Significant differences in achievement were found between classrooms headed by teachers with different racial profiles, where the pupils’ average class science score taught by White teachers was about 300 points more (on a scale with an international mean score of 500 points) than children taught in classrooms by African teachers. Furthermore, the average class science score in rural areas was about 130 points below classes in urban areas. These blatant inequalities contribute to what is believed to be an increasing gap in achievement in science. Whilst these results are not altogether unexpected, there were some interesting results in terms of possible explanatory factors for the gaps in achievement which have ramifications for policymakers.  相似文献   

19.
The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed.  相似文献   

20.
The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher interviews, and document collection. Results showed that in contrast to mathematics instruction, science instruction often relied on real-life situations in explaining scientific concepts. Mathematics lessons mainly included textbook-oriented real-life situations. On the other hand, the science lessons relied primarily on teacher- and student-oriented real-life contexts. While science instruction included personal, social, global, and historical situations, mathematics instruction involved only personal and educational situations in making real-life connections. Results further showed that, in contrast to science instruction, many of the real-life tasks used by the teacher in the mathematics lessons were cognitively demanding.  相似文献   

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