Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness

Abstract

Education for sustainability is an essential element of the global community that requires an underlying scientific knowledge. A Framework for K-12 Science Education] (National Research Council. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012) and Next Generation Science Standards (National Research Council, Next generation science standards. Retrieved 19 April 2014, from http://www.nextgenscience.org/next-generation-science-standards, 2013) emphasize engaging students in the real work that scientists perform. However, teacher education programs seldom provide opportunities for science teachers to gain these same experiences. Although required to complete continuing education, it often focuses on pedagogy at the expense of scientific investigation. An added challenge for sustainability studies is to represent the natural interdependency of science learning and teaching with culture, rather than focus on topics in isolation. Teachers can connect the philosophy of inquiry and advanced environmental science content using pedagogical methods such as project-based science that encourages placing scientific knowledge within the larger social context of environmental sustainability. To accomplish this goal, 20 middle and high school science teachers participated in a Master’s program in Biology (Ecology track) that combined project-based science with formal courses and independent scientific research emphasizing environmental topics related to sustainability. Scientific field studies, data collection, analysis, and frequent opportunities for interactions with scientists at professional conferences enhanced coursework. A mixed methods approach included in-depth case notes of teaching observations, performance rubrics, attitudinal surveys, and interviews to provide a comprehensive picture of project impact on the development of teachers who educate for sustainability. Findings mapped the development of personal approaches to learning and teaching that integrated environmental science with the local, regional and world issues that face their students.