Development Of Science Teachers Research Articles

Distinguishing Intuitive and Deliberative Reasoning Regarding Different Aspects of Science Classroom Discourse

Purpose The current study aimed to identify the distances between a science teacher's intuitive reasoning and researchers’ systematic analysis of various aspects of science classroom discourse. An expert science teacher, given the pseudonym Jake, engaged in self-reflective processes regarding different aspects of classroom discussions to assess the variations and similarities between the teacher's intuitive estimations and the researchers’ data-based reasoning. Design/Approach/Methods Data collection involved in-depth interviews and video recording. Six aspects of science classroom discourse were considered to elucidate the distances: structure, interactional pattern, verbal sequence, typology, cognitive demand, and communicative approaches. Findings The quantitative distances between Jake's estimations and systematic observations of the six aspects of science classroom discourse varied across different aspects of the observed science lesson. While no consistent pattern was observed in the distances, there were increasing and decreasing gaps between the different aspects of science classroom discourse. Originality/Value Considering the contemporary arguments on human cognition and the professional development of science teachers, potential reasons for the differences were explored. Educational recommendations were provided, particularly regarding supporting science teachers’ journey toward becoming reflective inquirers or researcher-teachers.

Enhancement of Secondary Science Teacher’s Professional Knowledge in Learning Pedagogical Content Knowledge through Involving in Professional Learning Community

The qualitative research study explored Bangladeshi secondary science teacher’s experiences working in a professional learning community (PLC) in terms of enhancing professional knowledge in learning pedagogical content knowledge (PCK). The research questions that guided this study are: (1) What are the learning experiences of the secondary science teachers regarding their involvement in a Professional Learning Community (PLC) as a means of professional learning for enhancing their Pedagogical Content Knowledge (PCK)? (2) How do Secondary Science teachers apply their learning from Professional Learning Communities (PLC) to their teaching plans and practices through the Content Representation (CoRe) framework? (3) How do secondary science teachers use the knowledge gained from participation in a professional learning community (PLC) to design and implement effective teaching strategies in their classrooms? The study is based on a constructivist approach to learning, which views knowledge construction as a socially mediated process. Therefore, teachers’ experiences were collected as qualitative data through analyzing teachers’ lesson plans and self-reflective journals. As a result, the findings showed teacher’s enhanced professional knowledge working in a PLC in sizing up the topic, identifying the importance of the topic, exploring self-content knowledge relevant to the topic, knowing what learners might think, identifying contextual factors choosing the topic and examples, selecting more appropriate teaching-learning and assessment strategies. The findings of this study are expected to provide insights into how PLCs can be utilized to enhance secondary science teacher’s PCK knowledge. This study is significant as it contributes to the literature on professional development for science teachers and offers practical recommendations for improving science teacher’s professional knowledge in learning PCK. Teacher’s World: Journal of Education and Research, 49 (1), 155-174

An Analysis of Education Implementation for the Improvement of Education for Sustainable Development (ESD) of Pre-service Science Teachers: Focusing on the Integration of Sustainable Happiness and Complexity Theory – A Secondary Publication

In this study, class demonstrations conducted integrating science education and ‘Education for Sustainable Development (ESD)’ by preservice science teachers were analyzed, focusing on the concept of ‘sustainable happiness’ and the main elements of ‘complexity theory.’ In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, preservice science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by preservice science teachers, the average of the integration for ‘sustainable happiness’ was relatively high. Next, it was analyzed that the elements of ‘sustainable happiness’ and ‘complexity theory’ generally had a positive correlation with ESD. In addition, after participating in the study, preservice science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, preservice science teachers thought it was necessary to deal with the concept of ‘sustainable happiness’ in science education to understand a sustainable way of life. It was analyzed that the elements of ‘sustainable happiness’ and ‘complexity theory’ generally had a positive correlation with ESD. It was found that preservice science teachers’ confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that preservice science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that preservice science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of ‘sustainable happiness’ and elements of ‘complexity theory.’

Impact of teacher professional development on student achievement with a focus on Bosnia and Herzegovina: Analyzing TIMSS 2019 results in Western Balkan countries and Croatia

Students in Bosnia and Herzegovina (B&H) score very low on international assessments (TIMSS & PISA), lower than the countries in the region with which it shares similar background. In this paper the characteristics of teachers’ professional development (TPD) in the region of Western Balkan countries (Albania, B&H, Kosovo, Montenegro, North Macedonia, and Serbia) and Croatia are brought into correlation with average results in mathematics and science on TIMSS 2019. Research questions analyze teachers’ attitudes towards their profession and investigate the impact of professional development (PD) of mathematics and science teachers in the last two years, with a specific focus on the situation in B&H, on students’ achievement in mathematics and science. The findings indicate a lack of TPD as a contributing factor to lower results in B&H. The research suggests that B&H should consider reforms in the education system and enhance teachers’ attitudes towards their profession through intensified PD programs to advance education and learning.

Research on mentoring in science education: A bibliometric analysis

Mentoring plays a crucial role in the professional development of science teachers by providing invaluable career-long support, guidance, and resources. Numerous prior studies have emphasized the significance of mentoring for the professional development of beginning and experienced science teachers. This study analyzed articles published in Scopus-indexed, peer-reviewed journals on STEM mentoring. Based on the inclusion and exclusion criteria, 67 articles were chosen for analysis. The data were analyzed using VOSviewer software. According to the results, almost half (n=33) of the journal articles indexed in the database were published between 2019 and 2022. The articles with the most citations were published between 2012 and 2015. <i>Journal of Science Education and Technology</i> had the most citations on mentoring. Most research has been conducted in developed countries such as the United States, Australia, and Germany. The United States has performed the most mentoring research. Rockinson-Szapkiw, Wendt, and Mondisa are the authors who published the most mentoring-related articles. In addition, mentoring, STEM, women, higher education, and science education were the most frequently used keywords. The co-citation analysis of the cited sources yielded two distinct clusters, one of which consisted of a comprehensive evaluation and synthesis of research works focusing on mentorship and practices at the undergraduate level. Our co-citation study of published sources resulted in the categorization of the 13 sources into three distinct clusters.

The Effectiveness of Face-to-Face versus Online Delivery of Continuing Professional Development for Science Teachers: A Systematic Review

Purpose: This systematic review assesses the effectiveness of face-to-face and online delivery modes of continuing professional development (CPD) for science teachers. It focuses on three aspects: evaluating the effectiveness of these modes, summarizing the literature on the factors influencing them, and conducting a comparative analysis of their advantages. Methods: The research team employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method and the Mixed Methods Appraisal Tool (MMAT) for article quality assessment. A total of 12 articles, selected from a potential 82, were included in the study. Results: This research suggests that the face-to-face and online CPD modes are equally effective and that external factors, such as psychological variables and establishing communication communities, influence their effectiveness. Face-to-face CPD fosters communication communities, while online CPD offers geographical flexibility and cost-saving benefits. Implications: The effectiveness of face-to-face and online CPD relies on external psychosocial factors. Future research should focus on strategies to enhance participants’ communication engagement in online communities. Additionally, it is worth conducting further investigations of the potential relationships between psychosocial variables and the effectiveness of online CPD, along with the impact of digital skills on online CPD.

Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers

ABSTRACT In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual understanding and self-efficacy in utilizing Next Generation Science Standards (NGSS), change in instructional practices, and overall student content learning. Fifteen rural middle-school science teacher participants were randomly selected to participate in the online or traditional PD, then taught the Toward High School Biology curriculum to their 504 middle-school students. Findings aligned with our hypothesis that online PD is as effective as traditional in improving student content knowledge related to the curriculum. Teachers’ instructional practices in using Next Generation Science Standards improved, as did their use of student-centered instruction and making science relevant to the lives of their students. Our study supports the importance of designing PD that effectively and economically brings teachers in isolated and diverse rural communities together.

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

In an increasingly digitalized world, pre-service and in-service teachers need subject-specific didactic competencies to be able to plan their lessons appropriately and use their knowledge to promote digital competencies among students. Building on competency models such as the Technological pedagogical content knowledge (TPACK) framework, this article explores the extent to which specific digital competencies relevant to pre-service teachers can be developed through project work in a pedagogical makerspace and examines the extent to which contextual factors such as technological self-efficacy, motivation and technology acceptance influence the development of pre-service teachers’ TPACK and their intention to use digital media. To this end, 495 pre-service science teachers from both intervention and control groups completed a pre-post digital questionnaire before and after the intervention. The data were used for structural equation modeling. The results show that the level of TPACK before the intervention is an important predictor of TPACK after project work. Furthermore, TPACK before the intervention positively influences pre-service teachers’ intention to use digital media in the future. Also, the perceived usefulness for professional use and the intention to use information and communication technologies (ICT) are strongly influenced by TPACK. Consequently, it appears significant to enable a low-threshold entry point at the beginning of the study to provide a solid foundation upon which more advanced TPACK can be built. Motivation and technology acceptance are strongly correlated. Therefore, teacher training should focus on motivation and acceptance of technology.

Didactics Sequences about Socioscientifics Issues: the results that arrived from the Pedagogic Intervention in the continued development of science and nature teachers

Questões cotidianas sobre Ciência e Tecnologia – como o uso de células-tronco; a utilização de fontes alternativas de energia; entre outras – são denominadas Questões Sociocientíficas (QSC). O uso destas nas atividades desenvolvidas em espaços de educação formal torna-se um importante instrumento para o desenvolvimento da Alfabetização Científica (AC). Nesse sentido, destaca-se a necessidade de compreender de que forma estratégias de ensino podem contribuir para a abordagem de Questões Sociocientíficas. Para tanto, por meio da metodologia de Intervenção Pedagógica, foi promovido um curso de formação continuada para professores de Ciências da Natureza, na cidade de São Paulo. Os dados obtidos por meio das Sequências Didáticas (SD) produzidas foram analisados a partir da técnica de Análise de Conteúdo. Os resultados atingidos permitiram a construção de uma Matriz de Análise e a identificação de elementos a serem considerados na elaboração de uma Sequência Didática com foco em Questões Sociocientíficas.

Deciphering Kyrgyz science and mathematics teachers’ STEM teaching readiness

This study explored the interdependence of knowledge-base in teaching, STEM career awareness, teaching efficacy, attitudes, and STEM teaching readiness. Using a Likert-scale instrument adapted from literature, 367 public high school science and mathematics teachers from Osh and Naryn regions participated in the study. Partial least squares-structural equation modeling using SmartPLS revealed that STEM teaching readiness could be predicted by knowledge-base in teaching and STEM career awareness, and teaching efficacy and attitudes can be predicted by knowledge base in teaching. Teaching efficacy and attitudes did not have a significant direct effect on STEM teaching readiness, nor a mediating effect between knowledge-base in teaching and STEM teaching readiness and between STEM career awareness and STEM teaching readiness. The hypothesized model may inform relevant policy-making bodies and can be used in developing and implementing a locally-relevant and context-specific STEM professional development for science and mathematics teachers.

Professional development of science teachers in Latin America: a systematic review

ABSTRACT This review aimed to provide an overview of teacher professional development programmes for teacher training carried out in Latin America, considering the critical characteristics for PD reported in the literature. The 34 studies were analysed based on six critical features that were identified as being important in order to achieve a positive impact on the practice of teachers. The analysis allowed us to identify the presence of the following critical features: (i) duration; (ii) content focus; (iii) active learning; (iv) programme type; (v) collaborative participation; and (vi) coherence in the professional development programmes studied. The characteristic of collaborative participation is expressed in the opposite way to what is reported as effective in the literature. While the five critical features are not explicitly mentioned by the most studies analysed, a tendency to consider these features in the design of PD programmes was identified.

Reimagining a framework for teachers’ continuous professional development during curriculum reform

ABSTRACT Effective continued professional development (CPD) is critical in preparing teachers for implementing curricular changes. Utilising the professional design framework [Loucks-Horsley, S., Stiles, K. E., Mundry, S. E., Love, N. B., & Hewson, P. W. (2009). Designing Professional Development for Teachers of Science and Mathematics. Corwin Press. http://ebookcentral.proquest.com/lib/nuig/detail.action?docID=996256] and document analysis, this article presents a developed framework which identifies school culture, time, choice, and connection to practice as factors influencing CPD’s success during curriculum reform. The aptly named STiCC framework aims to help structure CPD to aid teachers in effectively delivering a new curriculum. Employing Kennedy’s spectrum of CPD models (2014) in parallel with the STiCC framework, we offer approaches to CPD which may be helpful during periods of change. The discussion points to the application of the STiCC framework worldwide as the necessity for reimagining CPD during curriculum reform exists globally.

Classifying the Characteristics of Effective Continuing Professional Development (CPD) for Computer Science Teachers in the 16-18 Sector

As technology and curricula continue to evolve and develop, the prevalence and effectiveness of continuing professional development (CPD) opportunities for computer science teachers is becoming increasingly more important. However, key questions remain about what the characteristics are for effective CPD in this context. Through the presentation of existing literature and the qualitative analysis of interviews with 32 employees from 13 English colleges (n = 14 computer science lecturers, 10 course leaders, and 8 members of senior leadership) this article answers the following question: ‘What are the characteristics of effective continuing professional development for computer science teachers in the 16-18 sector?’ Existing literature indicates how CPD benefits from: (1) knowledge development and application to classroom teaching, (2) self-efficacy development and measurement, (3) observation, feedback and reflection, (4) collaboration and communities of practice, (5) sufficient time, and (6) institution support. Meanwhile, the thematic analysis of interview data led to the creation of five overarching themes: (1) computer science CPD should address various knowledge domains, (2) CPD requires institutional support, (3) CPD should be engaging, (4) computer science CPD should involve a combination of activities, and (5) CPD should be measurable. This qualitative article also presents interview excerpts and contributes to computing education research and practice by presenting a set of thirty guidelines which outlines the characteristics of effective CPD in the context of computer science teachers in the 16-18 sector. These guidelines could be beneficial for both CPD providers and educators in ensuring CPD opportunities are designed more effectively, and with an understanding of both parties’ needs.

Pre-Service Science Teachers’ Understanding of Socio-Scientific Issues Instruction through a Co-Design and Co-Teaching Approach Amidst the COVID-19 Pandemic

This qualitative case study explores the development of pre-service science teachers’ (PSTs) understanding of Socio-Scientific Issues (SSI) instruction. The study utilized a conceptual framework of SSI-based instruction and a three-phase approach involving co-designing solutions, co-designing curriculum materials, and co-teaching classes. Primary data sources included PSTs’ interviews and reflective journals, while artifacts, field notes, and curriculum materials served as secondary data sources. Thematic analysis was used to analyze the data of six PSTs in a teacher preparation program. We found that the PSTs’ understanding of SSI instruction was enhanced in 12 features of three core aspects: design elements, learner experiences, and teacher attributes. “Engaging in higher-order practices” was the most prominent feature, observed across all three phases. The three-phase approach played a crucial role in promoting PSTs’ understanding of SSI instruction, with each phase guiding their understanding in distinct ways. Particularly, the co-designing solutions phase facilitated the development of PSTs’ “awareness of the social considerations associated with the issue”. While the co-designing curriculum materials phase was effective in promoting their understanding of “scaffolding for practice: providing scaffolding for higher-order practices. “The co-teaching classes phase played a crucial role in facilitating their understanding of “willingness to position oneself as a knowledge contributor rather than the sole authority”.

The influence of school culture on teacher development during Covid-19

The COVID-19 pandemic caused teachers and learners to be removed from their school communities, negatively impacting school culture, and limiting teacher professional development (PD). Online PD programmes emerged to meet these needs. This study investigated how schools implemented teacher PD and mechanisms for teaching and learning during the COVID-19 pandemic. It was necessary to understand the complex interplay between school culture and teacher PD, and Wenger's social learning theory was used to prescribe the empirical prescription. This study examined the influence of school culture on Mathematics and Science teacher development during the COVID-19 pandemic. A qualitative approach was used to compare three independent schools in the same Educational Trust in Gauteng. The empirical findings of this study revealed that the COVID-19 pandemic had a significant influence on the school culture, consequently giving rise to explicit professional learning communities (PLCs), which in turn influenced the teachers’ pedagogical repertoires for curriculum delivery during a pandemic. The COVID-19 pandemic highlighted the importance of schools transforming their practices and adapting their school cultures. Results showed that school culture is not static, and individuals had to reflect collectively to develop ideas to transform learning. Schools need to learn from the pandemic, adjust their values, and use their newfound insights and beliefs to work towards a new learning culture. Future research must evaluate unfolding PLC practices, strategies, and implementations during a crisis.

Secondary School Principals' Perceptions and Support of Professional Development for Science and Mathematics Teachers in Zamfara State, Nigeria

This qualitative study sought to find out the perspectives of secondary school principals regarding their roles in organizing school-based professional development activities for science and mathematics teachers and the related challenges at school level in Zamfara State, Nigeria. Twenty secondary school principals were purposively sampled for the study from the four educational zones in the state. Collection of data was done through structured interviews, and data obtained were analyzed through content analysis. The findings of the study revealed that despite the crucial role of principals in promoting professional development, the majority of them do not fulfill their role optimally in this respect. Professional development activities organized by few principals are limited to workshops and seminars, and there are not sustained as ongoing opportunities. Challenges faced by principals in organizing school-based professional development include inadequate funding, lack of support from higher authorities, inadequate training of principals, and lack of motivation among teachers. The study concluded that, the poor involvement of principals in promoting professional development has significant implications on the quality of teaching and learning of science and mathematics in Zamfara State. The study recommends that government and education stakeholders provide adequate funding and support to principals to enable them organize sustainable and relevant professional development activities for teachers. Additionally, training and motivation programmes should be developed for principals to enhance their capacity in promoting professional development among teachers.

Professional development for science teachers: A bibliometric analysis from 2001 to 2021

The context of innovation education has made policymakers and researchers more and more interested in professional development (PD) for teachers. Along with that, the development of science and technology also leads to changes in the teaching of science subjects in schools, and thus affects the science teachers’ PD in many countries. Analysis of publications related to this topic will create a picture of important trends and contributions of scientists and the scientific community and will have many implications for policymakers and researchers. This study uses bibliometric analysis to analyze 431 documents extracted from the Scopus database related to PD for science teachers. The results show a sharp increase in the number of studies on this topic, especially from 2018 to 2021 and mainly from research in the US and developed countries. Moreover, the issues of most interest are PD for in-service science teachers in terms of training, fostering and teacher competence related to sciences; various aspects of the science teaching process are student, curriculum and pedagogical content knowledge; and the belief of teachers, and inquiry in teaching science subjects. Policymakers and scholars can find great authors, research centers, influential studies and frequently published journals on this topic to read and research. Further studies based on the combination of bibliometric analysis with other methods may help paint a more profound picture of research findings on this topic.

Investigating the Effectiveness of Life Skills Training Guide on Pre-service Science Teachers’ Development of Professional Knowledge Regarding Entrepreneurship Skills

The present study aims to examine the effect of the life skills training guide on the development of pre-service science teachers’ professional knowledge of entrepreneurial skills. The study included 82 pre-service science teachers studying in the third year of a public university in Turkey during the 2019-2020 academic year. The data of the study, which was conducted with a one-group pre-test-post-test experimental design, were collected using the entrepreneurship skills professional knowledge test. The data were analyzed using the professional knowledge assessment rubric and entrepreneurship skill indicators. The results of the study revealed that there was a significant difference between the pre-and post-test scores of the pre-service teachers in favor of the post-test scores. Following the experimental process, their professional knowledge about entrepreneurship increased. However, the number of pre-service teachers who were able to improve their professional knowledge scores to a high level was limited. Furthermore, following the experimental process, there was an increase in the number of pre-service teachers who were able to develop appropriate activities for students to gain entrepreneurial skills and to prepare tools for measuring and evaluating students’ entrepreneurial skills in a way to include stressed indicators. Consequently, the present study provides science teacher educators with educational activities that they can model within the scope of teaching professional knowledge of entrepreneurship skills to pre-service science teachers.

Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation: Online Professional Development for Future Science Teachers of Culturally and Linguistically Diverse Students

Abstract : This study was designed to offer an online professional development opportunity, "Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation," for future elementary STEM teachers and measure its effects on their teaching. As the student population grows more diverse, schools face more significant challenges in delivering practical instructions on "transportation" to the diverse student population, including minority students who speak English as a second language. SMILE in Transportation provided future science teachers with an opportunity to interact with cultural professionals in Transportation who were experts in Transportation, had their cultural backgrounds, and presented transportation systems through their cultures. The cultural professionals in Transportation involved inter-disciplinarily professionals not only on the college campus but also from the communities. SMILE in Transportation was a novel approach to increase the knowledge of future science teachers in Transportation and to develop a unique teaching methodology that incorporates the backgrounds of culturally and linguistically diverse students into teaching engineering of Transportation. The datacollected from the pre-and the post-surveys of the participants' science affinities & cultural competency (teaching efficacy, cultural competency, personal interest, & cultural IQ), science knowledge tests, and the qualitative survey at the end of the project were used to improve future teachers' understanding of Transportation and other cultures and their skills in developing culturally- responsive instructions to teach Transportation, as well as to update SMILE workshop for future sessions. Keywords: interdisciplinary; minority students; multicultural; Transportation; professional development.

Advancing educational robotics: competence development for pre-service computer science teachers

The rapid growth of robotics as an applied industry has created a pressing demand for robotics specialists skilled in the development, design, and programming of robots. This has led to the widespread popularity of robotics as an educational trend, both in Ukraine and worldwide. Integrating educational robotics into STEAM education offers a powerful platform for cultivating students’ soft skills, enabling them to tackle real-world socially significant projects and bridging the gap between theoretical knowledge and practical application. Consequently, there is a crucial need to equip pre-service teachers with the necessary skills to effectively teach educational robotics to students. This article addresses the issue of establishing a comprehensive model of competences in educational robotics for teachers and explores strategies for their development. The research demonstrates that pre-service computer science teachers exhibit the highest readiness to teach educational robotics in secondary schools. The article focuses on developing and validating a model of competences in educational robotics for pre-service computer science teachers, highlighting its effectiveness through the teaching of educational robotics disciplines. By fostering competence development among teachers, this study aims to advance the integration of educational robotics in classrooms, empowering students to thrive in a digitally-driven society.