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1.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.
Charles J. EickEmail:
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2.
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3.
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’ in a science classroom.
Sumi HagiwaraEmail:
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4.
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach. This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues. We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher educators around the world to reflect on teacher education practices in their own systems.
Yeping LiEmail:
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5.
In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.
Jennifer D. AdamsEmail:
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6.
In his December editorial on Michael Reiss, Kenneth Tobin (Cult Stud Sci Educ 3:793–798, 2008), raises some very important questions for science and science teachers regarding science education and the teaching of creationism in the classroom. I agree with him that students’ creationist ideologies should be treated not as misconceptions but as worldviews. Because of creationism’s peculiarly strong political links though, I argue that such discussion must address three critical and interconnected issues, including the uncertain state of teaching evolution in public schools nationally, the political convergence of the creationist political beliefs with bigoted worldviews, and creationism’s inherent contrariness to science and human progress. I suggest that we as science educators therefore not consider all sides to be equally right and to instead take side against the politics of creationism. I also argue that we need much more serious discussion on how to better teach science to students who hold creationist worldviews, and that science educators such as Reiss need to be part of that.
Konstantinos AlexakosEmail:
Konstantinos Alexakos   is an assistant professor in the School of Education at Brooklyn College (CUNY). He is a former New York City high school science teacher and a former NYC transit worker. His research interests include sociocultural issues especially fictive kinships among minority science students and perseverance and success.  相似文献   

7.
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan. Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the academic status of science education, we go through the important years of the development of science education in Taiwan. His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes to science education research in Taiwan.
Sheau-Wen LinEmail:
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8.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).
Fer CoendersEmail:
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9.
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’ instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
Jesse L. M. WilkinsEmail:
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10.
Hugo Labate 《Prospects》2007,37(4):469-488
The article documents the complex process of changing Argentina’s science curriculum and implementing those changes over the last 15 years. It recounts how reformers tackled the challenges of balancing national (federal) unity in education with local (provincial) autonomy from the political, social and pedagogical points of view. It also analyzes various attempts to improve science education in Argentina from the viewpoint of their relevance to current developments in various areas of scientific knowledge and human action. In Argentina the effort to ensure equal opportunities for learners at the federal level led to a strong emphasis on developing Common Basic Contents (CBC) for both primary and secondary education. These contents were seen as fundamental components of the competencies that students need in a world increasingly driven by science and technology. Meanwhile, however, Argentina lacked adequate and sustainable policies and strategies for teacher education and training, which led to an unexpected complication: while the curriculum development process led to diverse and sometimes quite sophisticated curriculum documents, the actual quality of science teaching in the classroom did not improve significantly, and teachers still felt the need for more support before they could effectively implement the new science curriculum. The article ends by suggesting ways in which various stakeholders can work together intensively to improve science education in Argentina, in a new process that will respond to the current situation.
Hugo LabateEmail:
Hugo Labate   Currently a freelance consultant in science education and curriculum reform, Hugo Labate began his career as a high school teacher, and for nearly 7 years was a member of curriculum teams at the National Ministry in Argentina, coordinating several stages of the curriculum reform process. He has worked with UNESCO’s International Bureau of Education (IBE) as a curriculum consultant on projects in Kosovo, Afghanistan, and some of the Gulf countries, and with UNICEF on several projects involving curriculum reform and capacity building. His current work focuses on local projects aimed at promoting quality education in several provinces in Argentina. He has a BS in chemistry, has studied research methodology at the postgraduate level and has written science textbooks for children aged 10–18.  相似文献   

11.
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers. Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are discussed.
Geoffrey PhelpsEmail:
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12.
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between “science and all” by paying particular attention to the development of the relationship between the teacher, students and science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students. I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide teachers with information needed to make concrete connections between the research and their teaching, while continuing to make available the theories that support their findings. Using an integration research framework in conjunction with a temporality of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
Sonya MartinEmail:
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13.
Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists to share their stories and for these stories to be retold for different audiences.
Tanya VaughanEmail:
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14.
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
Reinders DuitEmail:
David F. Treagust   is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit   is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development.  相似文献   

15.
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring roles for teachers.
Stephen M. RitchieEmail:
Stephen M. Ritchie   is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings.  相似文献   

16.
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.
Tara E. HigginsEmail:
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17.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.
Jacqueline T. McDonnoughEmail:
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18.
We investigate experienced high school geometry teachers’ perspectives on “authentic mathematics” and the much-criticized two-column proof form. A videotaped episode was shown to 26 teachers gathered in five focus groups. In the episode, a teacher allows a student doing a proof to assume a statement is true without immediately justifying it, provided he return to complete the argument later. Prompted by this episode, the teachers in our focus groups revealed two apparently contradictory dispositions regarding the use of the two-column proof form in the classroom. For some, the two-column form is understood to prohibit a move like that shown in the video. But for others, the form is seen as a resource enabling such a move. These contradictory responses are warranted in competing but complementary notions, grounded on the corpus of teacher responses, that teachers hold about the nature of authentic mathematical activity when proving.
Patricio HerbstEmail:
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19.
The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools. Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment were not statistically significant in producing student achievement gains. Total years of teaching experience was also not a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications are discussed.
Tonya R. MoonEmail:
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20.
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent much of her professional life designing professional development experiences and innovative curriculum materials to help teachers, particularly elementary school teachers, enact inquiry in their classrooms.
Julie A. BianchiniEmail:
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