Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science     

Valarie L. Akerson  Khemmawadee Pongsanon  Meredith A. Park Rogers  Ingrid Carter  Enrique Galindo 《International Journal of Science and Mathematics Education》2017,15(2):293-312

This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons.  相似文献   

One course is not enough: Preservice elementary teachers' retention of improved views of nature of science     

Valarie L. Akerson  Judith A. Morrison  Amy Roth McDuffie 《科学教学研究杂志》2006,43(2):194-213

This study examined the views, and the retention of these views, of 19 preservice elementary teachers as they learned about nature of science (NOS). The preservice teachers participated in a cohort group as they took a science methods course during which they received explicit reflective instruction in nature of science. Through Views of Nature of Science version B (VNOS‐B) surveys and interviews it was found that most preservice teachers held inadequate ideas of nature of science prior to instruction, but improved their views after one semester of instruction in the science methods course. However, 5 months after instruction, the graduate preservice teachers were again interviewed and it was found that several of the students reverted back to their earlier views. The results are interpreted through Perry's scheme, and implications and recommendations for elementary science teacher education are made. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 194–213, 2006  相似文献   

Student assessment according to a developmental sequence of educational goals: inventory     

F M Hewett 《American annals of the deaf》1970,115(4):474-480

  相似文献   

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher     

Valarie L. Akerson  Khemmawadee Pongsanon  Ingrid S. Weiland  Vanashri Nargund-Joshi 《International Journal of Science Education》2013,35(12):2055-2082

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.  相似文献   

Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom     

Valarie L. Akerson  Theresa A. Cullen  Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(6):723-745

This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary School Version 2) and interviews to verify that teachers’ conceptions of NOS were sufficient to enable them to teach and assess NOS. We collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. We videotaped conversations at monthly workshops to note discussion surrounding teaching and assessing NOS in K-4 classrooms. We found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.  相似文献   

Curriculum translation and environmental education: considering issues of discursive intentionality, interpretation, and validity     

Alandeom W. Oliveira  Huseyin Colak  Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155

We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’ intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research approach, and establishing the validity of research on curriculum translation.

Alandeom W. OliveiraEmail:

  相似文献   

Changing roles for colleges of education     

Stanley Hewett 《Higher Education Quarterly》1970,25(1):3-16

  相似文献   

How do Elementary Teachers Compensate for Incomplete Science Content Knowledge?     

Valarie L. Akerson 《Research in Science Education》2005,35(2-3):245-268

The purpose of this study was to describe how three primary teachers attempted to overcome incomplete content knowledge when teaching an astronomy unit. Daily observations of science activities were videotaped and transcribed from each classroom to determine the influences on the changes in teacher and student ideas of astronomy. Teachers' ideas were triggered toward the more scientific by classroom interactions. Influences on the experienced teachers' ideas were questions raised by the students, or conceptions students held of the content. Experienced teachers planned to elicit and address student ideas, and so were triggered to improve their understanding of the astronomy.  相似文献   

Environmental argumentation as sociocultural activity     

Alandeom W. Oliveira  Valarie L. Akerson  Martha Oldfield 《科学教学研究杂志》2012,49(7):869-897

While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how students implicitly create identities and relationships through environmental warrants and claims). By integrating rhetorical and sociocultural analysis of oral discourse, we examine argumentation about environmental dilemmas (problematic scenarios involving animals and the environment). Although students set forth a variety of warrants (social, economic, contextual, biocentric, and expertise‐based), the dilemmas led to distinct forms of argumentation. One dilemma involving a pet iguana fostered non‐adversarial argumentation wherein students identified themselves as animal lovers and cooperative discussants. By contrast, the other two dilemmas (the hypothetical encounter with a fawn in the woods and the observation of classroom lights being unnecessarily left on) led to the unexpected emergence of sexual identities, combative disagreement, and conflict resolution on social rather than rational grounds. The main implication of this study is that it highlights the need for educators to pay closer attention to specific textual elements in the design of environmental dilemmas (types of prompts used, decision‐makers' identities, statements of intentionality and outcome, moral complexity, values of nature, and social representation or cultural images of animals) in order to foster an appropriate and productive sociocultural classroom context for rational and reasoned environmental argumentation to take place without the constraints of unexpected social complications. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 869–897, 2012  相似文献   

Developing a Community of Practice to Support Preservice Elementary Teachers’ Nature of Science Instruction     

Valarie L. Akerson  Lisa A. Donnelly  Morgan L. Riggs  Jennifer L. Eastwood 《International Journal of Science Education》2013,35(9):1371-1392

This study explored ‘To what extent will preservice teachers with adequate nature of science (NOS) conceptions and who participate in a community supporting NOS instruction teach NOS in their internship settings?’ Using a combination of focus group discussions and peer feedback, five preservice teachers met with university personnel bi-monthly during their internships to share NOS teaching and assessment ideas and ask questions. Field notes and voice recordings were used to track conversations at focus group settings and videotapes were made of science instruction in each internship setting. None of the preservice teachers had cooperating teachers who taught NOS, yet results showed that all five preservice teachers were able to explicitly teach NOS in their science lessons, albeit in different ways and to different degrees.  相似文献