Developing Science Teachers Research Articles

The development of skills and awareness in integrating content, teaching methods, and technology in the learning management for teachers in the education sandbox, Thailand

This research aims to develop science teachers teaching in innovative educational institutions in Thailand, with a total of 68 participants, to have integrated skills in content and technology management and to increase their awareness of technology integration in the classroom. The development approach used the concept of Technological Pedagogical Content Knowledge (TPACK) combined with online blended learning, focusing on knowledge development, practical training, and application over a period of approximately three months. The data were analyzed using descriptive statistics, cross-tabulation analysis, and content analysis. The main findings of the research are as follows: 1) The trained teachers showed improvement in various aspects ranging from 17.201% to 22.727%, with the highest development observed in TPK, followed by PCK and PK. The area with the least improvement was TK. In addition, it was found that the integration of technology in instructional design by teachers tended to increase by two levels. The most commonly used technology was for learning management, followed by communication, knowledge testing, instructional media creation, and the use of educational games, and 2) the majority of teachers demonstrated an increasing awareness of integrating content management with technology in their teaching practices. They actively sought out new technological networks to support their instructional design activities. They planned their work to improve instruction through more effective use of technology. They sought additional ways to increase their knowledge and expertise in using technology in the classroom, and they expressed significant concerns about their current use of technology and its declining impact.

Requirements for Developing Programs and Standards for Science Teacher Preparation in Education Colleges in Light of NSTA 2020 Standards

her current era is witnessing a tremendous scientific and technological revolution in various fields of life, leading to rapid and consecutive changes that require the development and improvement of the education system in general, and teacher preparation programs in particular. The National Science Teachers Association (NSTA) in the United States has introduced standards for science teacher preparation since 2003, and these standards have been continuously developed until the 2020 version. These standards outline the knowledge and skills that science teachers should possess, serving as fixed evaluation points and an important input in science teacher preparation programs that align with the Next Generation Science Standards (NGSS). Therefore, the aim of this study, using a descriptive-analytical method, is to clarify the theoretical frameworks of NSTA standards, identify the current status of science teacher preparation standards in education colleges in Egypt, propose standards for science teacher preparation in education colleges in Egypt in light of NSTA 2020 standards, and extract the requirements for developing science teacher preparation programs in education colleges in Egypt based on NSTA standards. The study recommends the periodic modification of science teacher preparation standards in Egypt to keep pace with the knowledge related to science, technology, teaching, and society. This should be done by experts in the field of science education, taking into account the advancements in science and alignment with international standards such as NGSS and NSTA standards. Keywords: Teacher preparation program, science teacher preparation standards, National Science Teachers Association 2020 standards NSTA.

Biomimicry in STEM Education

Abstract The integration of biomimicry with the biology subject was proposed as a teaching approach that was a productive way to support a group of pre-service teachers to teach STEM. This article focuses on the pre-service teachers’ perceptions of biomimicry, designing, and transformation of the design to teach STEM procedures. The study was set up in the context of a compulsory course during pandemics. A qualitative case study was used. The data were collected and analyzed by using descriptive and inductive thematic analysis. For the findings, the majority of pre-service teachers perceived biomimicry by connecting it to the basic knowledge of evolution theory. Two main approaches of noticeable biomimicry design which were performed by the pre-service teachers consisted of identifying problems to biology, and examining nature to design. This study has implications for educators trying to establish biomimicry activities to support and develop science teachers to take on the challenge in STEM teaching.

Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university

Developing science identity in pre-service science teachers is important as it influences their perceptions about science teaching and learning. Pre-service teachers’ science identity can be developed in their specific modules where they obtain content knowledge. Grounded in the notion of pre-service teachers’ learning agendas, and identity development, this paper presents an argument pertaining to how science content modules at one South African university contribute to pre-service teachers’ development of their identities as science teachers. Data were collected through individual interviews with 13 pre-service science teachers and analyzed using an inductive thematic analysis. The findings revealed four categories of aspects that influenced the pre-service science teachers’ identity construction and development. The first is about the nature of the subject matter knowledge taught in the modules. The second is about the context in which this subject matter knowledge is taught. The third concerns how teaching is conducted, and the last comprises the nature of practical work. These findings are discussed, and the implications related to the structure of science content modules in initial science teacher education programs are discussed.

Shura-infused STEM professional learning community in an Islamic School in Thailand

This paper reports on a case study of a science, technology, engineering, and mathematics professional learning community (STEM PLC) that was set up to support a group of science teachers to teach STEM. Set in the context of an Islamic school in Southern Thailand, cultural sensitivity was invoked in forming the STEM PLC. The school offered a unique program that incorporated general education and Islamic religious courses following the Muslim way of life. Coherent with the core principles of PLC, the Islamic practice of Shura was infused into the conduct of the STEM PLC as a form of STEM teacher professional development. Based upon the descriptive and thematic analyses of the qualitative data collected during the Shuratic STEM PLC processes, we show how Shuratic practices when integrated into the PLC processes could empower teachers to change their understanding and beliefs in STEM teaching. The findings of this study have implications for educators and researchers interested to establish STEM PLC in Islamic school contexts to support and develop science teachers to accept and take on the challenge in STEM teaching.

The Innovative Framework for Developing Science Teacher Education: NOS Within TPACK

Skill in using of effective technology in learning has become an important skill for science teachers and an important topic in current research. The integration of technology in education grew rapidly in the 21st century, and influenced the shift in pedagogical content knowledge, and was known as TPACK. Equally important in the science, the NOS payload must also be integrated in TPACK for the science teacher’s education so that the fundamental principles of science learning are not forgotten and the science learning that is held as characteristic of science. The innovation of integrating NOS loads in TPACK, hereinafter referred to as NOS-loaded TPACK is essential for the development of the quality of science teacher education.

Developing Science Teachers Attuned to All Students

Women in Higher EducationVolume 27, Issue 12 p. 14-15 Profile Developing Science Teachers Attuned to All Students Lois Elfman, Lois ElfmanSearch for more papers by this author Lois Elfman, Lois ElfmanSearch for more papers by this author First published: 30 November 2018 https://doi.org/10.1002/whe.20652Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume27, Issue12December 2018Pages 14-15 RelatedInformation

An Investigation of Sources of Science Teachers’ Practical Knowledge of Teaching with Practical Work

Through a questionnaire survey, this study aims to investigate the contributions of different sources in developing science teachers’ practical knowledge of teaching with practical work. The framework of this study is based on the conceptualization of PCK and ten possible sources of science teachers’ PCK related to teaching with practical work. The findings of this study can be summed in the following aspects. Firstly, among the ten possible sources, overall, the more important sources are “personal teaching practices and reflection” and “informal exchanges with colleagues”; the important sources are “reading teaching materials,” “learning from online resources,” and “pre-service training experience,” while the least important ones are “in-service training experience” and “experience as primary and secondary school student.” Secondly, for the five components of PCK of teaching with practical work, the contributions of the ten sources are different. Thirdly, three sources are found to be significantly different between teachers who have pre-service training experience and those who do not have. They are “classroom observation” (goals toward practical work), “in-service training experience” (laboratorial curriculum materials; instructional strategies), and “reading professional journals” (teaching assessment). In the last part of this paper, some explanations are provided for these findings and the limitation of this study is discussed.

The opportunities and challenges for ICT in science education

The article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers’ believes, etc.) are reviewed, also variations of TPACK framework specific for science education are elaborated. In conclusion some of the aspects of TPACK in science education that need to be addressed in future are indicated, e.g. the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of continuous encouraging of science teachers’ for their participation in in-service training related to the use of ICT; and the examination of the role of science teachers’ TPACK in developing of students’ 21st century trans-disciplinary skills.

The pedagogy of argumentation in science education: science teachers’ instructional practices

ABSTRACTArgumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers’ theory and pedagogy of argumentation. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers’ instructional practices while they are implementing argumentation-based lessons.

A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.

The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre- and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.

Development of Classroom Management Scale for Science Teachers

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management scale and (ii) to determine science teachers' views towards classroom management. Further, identifying the views of the science teachers on people management, behavior management and instructional management were purposes of the study. In total 130 secondary school science teacher candidates (Physics and Biology pre-service teachers) voluntarily participate in the study. Results of the exploratory factor analysis (EFA) showed that 3-factor structure. After that, another data set was constituted for Confirmatory Factor Analysis. In total 253 elementary school science teachers' responses were included the data analysis process. For the main study, 3 cities (Sanliurfa, Usak and Afyon) were determined from a larger population. Convenience sampling was used. Teachers' teaching experience and gender do not have a statistically significant effect on people management, behavior management and instructional management.

Understanding and Developing Science Teachers’ Pedagogical Content Knowledge

Bu calismada John Loughran, Amanda Berry ve Pamela Mulhall tarafindan hazirlanan “Understanding and Developing Science Teachers’ Pedagogical Content Knowledge” isimli kitap tanitilmaktadir. 2012 yilinda ikinci baskisi online olarak da yayinlanan 235 sayfalik kitap onbir bolumden olusmaktadir. Genel olarak kitap, fen bilgisi ogretmen, ogretmen adayi ve egitimcilerine pedagojik alan bilgisi bilesenlerini tanitma ve uniteler uzerinden inceleme firsati sunmaktadir. Kitapta arastirma sorgulama yaklasiminin temel alindigi ve bu yaklasimin gerektirdigi yontem ve stratejilerin kullanildigi gorulmektedir. Kitapta bir ogretmenin nasil bir pedagojik alan bilgisi gelisimine sahip oldugunu bilmek amaciyla, farkli ogretmenlerin kullanmis oldugu ozel ogretim yontemleri ile kendine ozgu durumlarin paylasildigi detayli aciklamalara yer verilmektedir. Hazirlanan alan bilgisi tablolari ve pedagojik bilgi iceriginin verildigi kisimlarda ogretmenlerin siniftaki uygulamalarina ornekler bulunmaktadir. Ogrencilerin anlamada gucluk cektigi ve kavram yanilgisi olabilecek durumlarin ortaya cikarilmasi ve giderilmesi etkinliklerle anlatilmaktadir

Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK)

In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study

It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence.

The Development of In-Service Science Teachers’ Understandings of and Orientations to Teaching the Nature of Science within a PCK-Based NOS Course

The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers’ understanding and learning of NOS, and their orientations towards teaching it. A qualitative research approach was employed as a research methodology, drawing upon pre- and post-instruction NOS questionnaires, field notes, and in-service teachers’ weekly journal entries and assignments. Open-ended NOS questionnaires, used to assess participants’ understandings of NOS, were analysed and categorized as either informed, partially informed and naive. Other qualitative data were analysed through an inductive process to identify ways in-service teachers engaged and learned in the NOSC. The results indicate that at the beginning of the course, a majority of the in-service science teachers held naive understandings of NOS, particularly with respect to the definition of science, scientific inquiry, and differences between laws and theories. They viewed implicit project-based science and science process skills as goals of NOS instruction. By engaging in the course, the in-service science teachers developed an understanding of NOS and orientations to teaching NOS based on various elements, especially reflective and explicit instruction, role modelling, and content- and non-content embedded instruction. The aim of this study is to help science teacher educators, consider how to support and develop science teachers’ understandings of NOS while being mindful of PCK for NOS, and develop methods for teaching NOS frameworks.

Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’ emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change” and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms. Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing preservice teachers in developing science teacher identities and a stance toward social justice.

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

AbstractThe purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell, J Res Sci Teaching, 36, 121–140, 1999; Harrington & Hathaway, J Teacher Education, 46, 275–284, 1995; Hollingsworth, Am Educational Res J, 26(2), 160–189, 1989; Olmedo, J Teaching Teacher Education, 13, 245–258, 1997; Tobin & LaMaster, J Res Sci Teaching, 32, 225–242, 1995). Furthermore, prior to student teaching, preservice teachers need to be at least culturally sensitive teachers (Gillette, In Teacher Thinking in Cultural Contexts, F. A. Rios (Ed.); Albany, NY: State University of New York Press; 1996, pp. 104–128). Science educators need to continue to identify those beliefs and practices that undergird desirable and equitable science instruction. © 2002 Wiley Periodicals, Inc. Sci Ed 86:821–839, 2002; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10043

Developing science teachers' pedagogical content knowledge

This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject-matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in-service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic-related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998.