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1.
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.  相似文献   

2.
High demand for suitably qualified, high-quality science teachers is undermined by elevated teacher burnout/attrition rates within the early years of teaching. Effective emotion management can alleviate feelings of burnout and is also linked theoretically to sustaining positive social bonds. Scant attention has been directed at the importance of emotion management and social bonds in science education research. This study presents a methodology for studying emotion management and social bonds, delivering novel outcomes that elucidate how these two phenomena are interrelated. Video recordings of classroom interactions and reflective accounts in an early-career science teacher's ninth grade class were analyzed through a combination of ethnomethodology and interpretive techniques. Situated actions that constitute emotion management at the classroom level impacted the status of bonds between the teacher and one of his students, ultimately leading to a breakdown in their relationship. Results of the study detail how social actions of numerous students and the teacher led to the co-construction of emotion management and how this impacted social bonds. Theoretical and practical insights about the co-constructed nature of emotion management and social bonds present novel perspectives that can help to avoid pathologizing the actions of individual students and teachers for sustaining positive social bonds. Implications for science teaching and teacher education are offered. Study outcomes extend previous perspectives on emotion management in science education, which treat emotion management as an individual cognitive phenomenon.  相似文献   

3.
This paper explores and challenges a numberof the assumptions and claims commonly associated with a constructivist approach to school scienceeducation, e.g., that constructivist ideas aboutlearning require a progressive pedagogy or that`active learning' demands engaging students withpractical activities. It suggests that constructivistideas have a particular appeal within primaryeducation because they help to justify classroompractices and activities that primary school teachers,for a variety of other reasons, regard as important.It is suggested that the recent dominant emphasis uponconstructivism in science education has narrowed boththe professional and the research agenda relating toschool science teaching. The paper argues for greaterclarity and precision when referring to constructivistideas in science education and for a betterunderstanding of the role that learning theoriesshould play in influencing the ways in which scienceis taught in schools.  相似文献   

4.
We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.
Christina SiryEmail:
Christina Siry   is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz   is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja   is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie   is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady   is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin   received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices.  相似文献   

5.
This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.  相似文献   

6.
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and?/?or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction.  相似文献   

7.
Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning.  相似文献   

8.
The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self‐critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the nature of science, science teaching, and science education as a way of coming to a better understanding of how science can be taught for a more diverse group of students. Data were gathered via semistructured interviews, whole‐group discussions, classroom observations, and review of supporting documents. Data analysis was based on narrative inquiry, where particular attention was given to the construction and reconstruction of the teachers' stories of their practical inquiries. Results indicated that the teachers as researchers of their own practice gained new knowledge about feminist science teaching and, furthermore, generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach  相似文献   

9.
If education is a solution in working toward a sustainable future then initial teacher training (ITT) provides a strategic opportunity for ensuring that all teachers are able to teach for sustainability when they begin their teaching careers. This paper reports on a study of how four Postgraduate Certificate of Education (PGCE) student teachers planned and taught education for sustainable development (ESD) through geography during a school placement. It was carried out to provide exemplification of the nature of student teachers' planning and teaching about ESD in secondary schools in England and to identify ways of improving their PGCE course. The findings are based on interviews with student teachers after the school placement, as well documentary evidence. Policy‐driven changes in the provision of both ITT and school curricula and pedagogy in England are an important context for the study. The paper concludes by arguing that ITT faces considerable challenges if it is to be reoriented towards sustainability.  相似文献   

10.
Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year professional development programme associated with the ‘Thinking Beyond the Classroom’ project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued ‘authentic’ science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.  相似文献   

11.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by current initiatives, outside school interests and teaching programs. Specializations: investigations in science, science and technology education. Specializations: learning theories, history and philosophy of science, chemical education.  相似文献   

12.
The science and technology education literature indicates that teaching within a constructivist paradigm is an effective way to promote student learning. Despite this, most primary school teachers do not use constructivist theoretical approaches because they are perceived as difficult and impractical to implement. To promote constructivist teaching and learning approaches in schools, teachers need access to models and strategies they can implement effectively and with relative ease. A unit of work was developed, based on the Five Es model (Engagement, Exploration, Explanation, Elaboration and Evaluation), and taught to a year 3 class. Ten students were participants in the study and became the sample. Data were analysed using two different methods to compare and validate findings. The unit of work, based on the Five Es model, was found to be interesting and fun by students, and motivated student learning and promoted student higher-order thinking.  相似文献   

13.
This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants. With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional pride that teachers have in their work. Specializations: science education, school effectiveness, teacher education Specializations: science education, teacher education in science  相似文献   

14.
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.  相似文献   

15.
现代教育技术伴随着网络技术的发展推动了现代学校教育内容、教育方法、教育手段及教育过程的改革与发展。在网络环境中,虚拟社区技术、视频点播系统、网络多媒体教室的广泛应用,使师生关系正在发生深刻变革,“和谐师生关系”作为网络社会中师生关系发展的终极目标和根本出发点,师生社会关系、师生教学关系和师生心理关系都在传统师生关系基础上发生了深刻变化,和谐师生关系促进策略是内化尊重教育理念、营建和谐教育文化、体验和谐网络课堂、寻求师生共同发展、坚持过程评价。  相似文献   

16.
A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups, however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender, years of teaching experience, or maximum degree earned.  相似文献   

17.
As school-based action research has taken a higher profile in UK schools, the place of ethics warrants particular attention. This paper draws on evidence from a taught online Master of Education course collated via chat room discussion where 53 researching teachers were asked to explore policy within their own institution regarding school-based action research ethics. None of these teachers identified the existence of any such policies but described instead current practices. We analysed their reported school-based action research practices and discovered three major categories of response: the unexamined use of gatekeepers; the unsupported use of existing ethics guidelines (such as those of the British Educational Research Association); and the conflation of legal and ethical demands by schools. We raise questions relating to the relationship between ethics and education and call for all those involved in school-based action research to take part in developing action research ethical policy in school.  相似文献   

18.
This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.  相似文献   

19.
This article analyses four narratives told by four teachers teaching science subjects in four different public secondary schools in the district of Gampaha in Sri Lanka. Gampaha is the second most populous district in Sri Lanka, and is known for excellent results in General Certificate of Education (Advanced Level) exams which school leavers sit at the end of the secondary school cycle. The teachers’ narratives focus on the policy and practice of teaching science subjects through English at secondary level, which was reintroduced in a small number of selected government schools in Sri Lanka in 2002. After using the two local languages, Sinhala and Tamil, for nearly half a century, the Sri Lankan education authorities decided to bring back the English medium to the teaching of science subjects at secondary level as a third language option. One of the policymakers’ reasons was an apparent decline in the English-language fluency of students at this level. To implement the new policy, science teachers (who had themselves been taught in Sinhala or Tamil) were asked to teach in English. More than a decade into the English-medium option, the author interviewed four of them. Their testimonies about their experiences in teaching science subjects offer valuable insights into the difficulties experienced by both teachers and students when teaching and learning in a foreign language such as English. The author’s analysis of his respondents’ statements reveals hidden realities which challenge the benefits of reintroducing English as a medium of instruction (MOI) for science subjects. Thus, the lived experiences of the teachers may help to inform language policy in education in Sri Lanka, and perhaps also in other countries.  相似文献   

20.
In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers’ talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women’s Studies International Forum, 26(1):69–77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: ‘Teaching science through inquiry’, ‘Traditional science teacher’, ‘Traditional primary teacher’, ‘Teacher as classroom authority’, and ‘Primary teacher as a role model’ (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.  相似文献   

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