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1.
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
2.
Dana Viorica Diaconu Judy Radigan Milijana Suskavcevic 《International Journal of Science Education》2013,35(6):855-877
A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p?<?0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p?<?0.01, p?<?0.001 and p?<?0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills. 相似文献
3.
Transferring theory into practice: A model for professional development for science education reform
David L. Radford 《科学教学研究杂志》1998,35(1):73-88
Instituting reform in science education requires teachers who are knowledgeable in science content, process, and inquiry pedagogy. Most elementary and middle-grades teachers are not teaching reform-based science and need training to be able to do so. Project LIFE, a state systemic initiatives professional development program for middle-grades life science teachers, has been successful in improving the science content knowledge, process skills, and attitudes toward teaching science of 90 teachers during the first 3 years of the project. Data collected through classroom observations, surveys, and tests given to students of project teachers and students of matched nonproject teachers revealed a significant positive impact of the project in classrooms. The essential characteristics of the project are described as a guide for individuals planning or delivering reform-based science education professional development. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 73-88, 1998. 相似文献
4.
A two-part opinionaire was used to identify teachers' perceptions of the SCIS-II elementary science program. Of particular interest were perceived barriers to effective implementation of the program. The first part of the opinionaire was administered to 685 individuals, or 96.8% of the elementary teachers in a metropolitan school district. The second part was completed by a group of teachers at each grade level in each of the 31 elementary schools, with completion rates ranging from 77%–97% for the 13 SCIS-II units. Results indicate that grades K-2 teachers rated the program more positively than grades 3–6 teachers; teachers who rated the program highly perceived fewer barriers to effectively utilizing the program; and teachers rated the program higher for developing social skills and positive attitudes than for teaching science content and processes. Data on problems with individual SCIS-II units indicated that the viability and performance of the living organisms are problematic in all life science units. Further, the small number of insightful evaluative comments received for the last one-third to one-half of some units suggests that a significant portion of teachers are quitting the units before reaching the end. 相似文献
5.
Emily H. van Zee 《科学教学研究杂志》1998,35(7):791-809
The four standards for professional development of teachers of science from the National Science Education Standards (NRC, 1996) provided a frame for reflection upon ways in which prospective teachers engaged in research in my courses on methods of teaching science. Students learned both science content and science pedagogy by inquiry. An extended research project helped students to integrate knowledge of science, learning, pedagogy, and students, and to apply that to teaching science. Students built knowledge, skills, and attitudes for lifelong learning by participating in a research festival and presenting at conferences. I designed this science-teaching methods course in the context of a teacher education program that is attempting to implement reform approaches to instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 791–809, 1998. 相似文献
6.
AbstractThis study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed. 相似文献
7.
8.
Lynn W. Glass 《科学教学研究杂志》1982,19(6):469-474
A National Science Foundation-sponsored energy education inservice project was conducted during thirty, weekly sessions for twenty-seven elementary school teachers throughout the 1979–1980 school year. Time was devoted to studying energy sources, demand for energy, and energy policy and decision making. Energy education curriculum materials were examined for each of these content areas, and an energy education unit was taught by each participant in his or her own classroom. The Energy Inventory, developed by The Biological Sciences Curriculum Study, was used with a pretest-post-test control group design to determine if the participants gained a significant amount of knowledge about energy and significantly changed their opinions about energy. Analysis of covariance indicates that significant changes in knowledge possessed and opinions held about energy were achieved during the thirty weekly sessions. Since most current energy education materials require a considerable amount of teacher knowledge about energy and modeling of good energy practices, it is assumed that teachers participating in this project will do a better job of teaching energy education materials than they might otherwise have done. 相似文献
9.
Christopher DeLuca Don Klinger Jamie Pyper Judy Woods 《Assessment in Education: Principles, Policy & Practice》2015,22(1):122-139
The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning. 相似文献
10.
Yuko Iwai 《The Educational forum》2019,83(1):13-27
This study focused on preservice teachers’ perceptions of culturally responsive teaching using multicultural literature. They learned about diversity issues, multicultural literature, and culturally responsive teaching, worked on a multicultural literature project, developed hands-on literacy lessons, and taught them to elementary school students. Results showed that preservice teachers increased their awareness of culturally responsive teaching, professional knowledge about multicultural literature and culturally responsive teaching, and skills to teach diverse students and practice culturally responsive teaching. 相似文献
11.
High school students (n=45) participated in a 5-day research immersion study on juvenile scalloped hammerhead sharks in Kaneohe Bay, Oahu, Hawaii.
Self-surveys were used to evaluate scientific concepts and skills taught during the program. There was a significant shift
in students' perceived level of understanding for all categories of concepts and skills. A month following the immersion,
a subset of participants (n=9) was given the opportunity to communicate what they had learned to a small group of professional science teachers. A second
set of surveys were used to evaluate whether the students had retained knowledge from the 5-day immersion well enough to communicate
information to others. During this follow-up, students were able to recall knowledge and demonstrate skills even without a
review session. Students reported that they had a good understanding of what they were teaching and were able to teach effectively
79% of the time. Independently, the teachers also rated the students' effectiveness at 79%. The similarity between the teacher
and student responses is evidence that the high school students were capable of accurate self-evaluations, validating the
positive shift in concepts and skills documented by self-surveys. The lasting impact of the 5-day immersion provides support
for experiential and constructivist teaching. 相似文献
12.
Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K–3 students received simpler questionnaires than did Grade 4–6 students or parents. Among Grade 4–6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4–6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719–747, 1999 相似文献
13.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
14.
邢福弟 《海南师范大学学报(社会科学版)》2006,19(5):140-143
根据海南社会和教育发展的需要，顺应国内外小学教师培养的发展态势，结合当前基础教育课程改革和实施素质教育的要求，海南省本科学历小学教师的培养目标应确定为：培养全面发展，基础宽厚，文理相通，学有专长，特色鲜明的、具有创新精神和实践能力、能适应21世纪小学教育改革和发展需要的高素质的优秀小学教师和管理人才。并以此为基础，构建以通识教育课程、教育专业课程、学科方向课程、教育实践课程为主要内容的课程体系。 相似文献
15.
The professional development project reported on in this paper, the Beginning Elementary Science Teachers' (BEST) project, was based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Specifically, we report on project experiences that allowed 13 beginning teachers to interact with experienced teachers in a university seminar and during school visits. Results show that these limited mentoring experiences can support the development of professional knowledge and discussion centers on factors that facilitate knowledge growth. Conclusions are presented that compare benefits of these limited mentoring experiences to those reported to be achieved in long-term mentoring programs. 相似文献
16.
James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
17.
3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education. 相似文献
18.
Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance‐education strategies for enhancing the science learning of 94 Midwestern elementary‐school teachers participating in a 5‐year professional‐development project. The three distance‐education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web‐based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p < 0.05) on multiple‐choice and constructed‐response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1019–1039, 2006 相似文献
19.
In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science
clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their
research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of the scientists’ research
groups. Over the 3 years of the project nearly 30 teachers and over 500 children participated in the clubs. In this paper
we present a case study of teachers and children who worked with an analytic chemist at a major university whose field of
research is environmental arsenic. We illustrate how the professor mentored the teachers and how they in turn mentored the
children. We show how the elementary school teachers who had very little formal science education gained the expertise needed
to mentor the children. We found that in less than one academic year the teachers were able to gain the knowledge and skills
to facilitate the children’s legitimate participation in authentic scientific research; and that the children gained the methodological
and intellectual proficiency needed to contribute useful data and findings to the scientist’s research program. 相似文献