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1.
M. K. Summers 《International Journal of Science Education》2013,35(1):19-27
Summaries English The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented. 相似文献
2.
Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232
The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students. 相似文献
3.
Carla C. Johnson 《Journal of Science Teacher Education》2009,20(3):287-306
This longitudinal study of middle school science teachers explored the relationship between effective science instruction,
as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press,
Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined
by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol.
May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student
learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective
and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study
provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders
in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs
and providing experiences that challenge those beliefs. 相似文献
4.
Ken Appleton 《Research in Science Education》2002,32(3):393-410
Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered. 相似文献
5.
The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide. 相似文献
6.
Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution
among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research
truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study
how these cognitions related to education major and, because popular media often present pseudoscience “information”, student
media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education
majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education
majors watched less news or science television and read fewer popular science magazines. However, religious and media variables
explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary
school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education
students. 相似文献
7.
Mayer-Smith Jolie Pedretti Erminia Woodrow Janice 《Journal of Science Education and Technology》1998,7(2):127-134
This paper presents a case study of Technology Enhanced Secondary Science Instruction (TESSI), a school-university collaboration designed to explore what can be accomplished when teachers and researchers work together to bring technology into the secondary science classroom. Features that contributed to a successful and powerful collaboration are explored. The paper illustrates how a culture of collaboration may contribute to significant technological reform, and foster conceptual change leading to distinctive pedagogy and praxis. The findings support Kimmel and Deek's contention that teachers should take a central role in reforms that direct the implementation of technologies within the classroom. The study highlights the value of drawing upon teacher experience, perspectives, and knowledge of classroom contexts, and illustrates how these may serve as a basis for designing successful technology implementation. 相似文献
8.
9.
Carla C. Johnson 《Journal of Science Teacher Education》2007,18(4):629-661
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. 相似文献
10.
Miri Barak 《Journal of Science Education and Technology》2017,26(5):459-469
The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous. 相似文献
11.
Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide. 相似文献
12.
Meghan Odsliv Bratkovich 《Science & Education》2018,27(7-8):769-782
The work of science is a linguistic act. However, like history and philosophy of science, language has frequently been isolated from science content due to factors such as school departmentalization and narrow definitions of what it means to teach, know, and do science. This conceptual article seeks to recognize and recognize—to understand and yet rethink—science content in light of the vision of science expected by academic standards. Achieving that vision requires new perspectives in science teaching and teacher education that look into the role that science language expectations play in science content. These perspectives reposition attention to language from a hidden, overlooked, or outsourced aspect of science teaching, to one at its core. To help bring teachers and teacher educators into this integrative view of science content, this article offers a mirror, a prism, and a lens as three metaphorical tools to explore the essential roles that language plays for, in, and as science content. The reflection, refraction, and refocusing of science content reveal complex science language expectations that function alongside facts, figures, and formulas of science as gatekeeping mechanisms that, once noticed, cannot be ignored or marginalized in science teaching and science teacher education. 相似文献
13.
Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999–1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings. 相似文献
14.
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
15.
Margareta Maria Thomson Bradley Gregory 《International Journal of Science Education》2013,35(11):1800-1823
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings. 相似文献
16.
Kerstin Drossel Birgit Eickelmann Julia Gerick 《Education and Information Technologies》2017,22(2):551-573
This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level. 相似文献
17.
This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the How Science Works strand, has been translated into practice for 14–16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences, perceived challenges and resourcing of How Science Works during their final school experience. The results indicate that implementation of How Science Works in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes. 相似文献
18.
Philip M. Keys 《Journal of Educational Change》2007,8(1):41-60
This study describes a theoretical knowledge filter model that explains how teacher knowledge (beliefs and practices) shaped
the implementation of a science curriculum in Australia. Over four school terms, four elementary and three secondary teachers
participated in the study. Through the methodology of educational criticism (Eisner, 1991, The enlightened eye. New York: Macmillan) the results revealed that, in relation to their teaching, the teachers possessed three sets of beliefs:
teachers’ expressed beliefs, teachers’ entrenched beliefs and teachers’ manifested beliefs. The outcome of this study is a
model for identifying and observing the impact of teachers’ beliefs that can be utilised in facilitating change in education
and in influencing communities of practice. 相似文献
19.
Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献
20.
This interpretive study of the teaching and learning of chemistry in an Australian high school examines the beliefs about the nature of science of a teacher and his class in relation to the enacted curriculum. Although the teacher and students tended to see science as an evolving discipline that was uncertain and changed over time, the manner in which the curriculum was implemented was a direct contrast. In the enacted curriculum science was represented as a catalogue of facts to be memorised and as algorithmic solutions to problems. The beliefs that had greatest impact on shaping the curriculum were the teachers beliefs about the nature of student learning, his beliefs about the distribution of power between himself and the students, and the extent to which restraints were accepted by the teacher as reasons for maintaining a traditional approach to teaching and learning chemistry. 相似文献