Science Teacher Education Research Articles

Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021

<p style="text-align:justify">Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.</p>

Structure of Science Teacher Education in PISA Leading Countries: A Systematic Review

Within the surveys of the PISA study since 2001, large differences between the performance of the 15-year-old students in the scientific domain have become apparent. German students were able to improve their performance to a limited extent in the past surveys, despite extensive educational reforms. Despite the improvement in performance, Germany has not been able to catch up with the PISA-leading countries. Therefore, the question arises in regard to how teacher education in PISA leading countries (Canada, Finland, Japan, Singapore) is structured. The selection of the countries is based on best possible achieved results in the scientific competence area as well as in another competence area by the selected countries. A systematic review was conducted to clarify the structure as well as relevant content issues. The results indicate various possibilities for adaptation for German teacher education.

Exposing the hazards of teaching 19th century genetic science

AbstractScience should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over‐the‐counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

Analyzing the Patterns of Questioning Chains and Their Intervention on Student Learning in Science Teacher Preparation

Questioning is a critical instructional strategy for teachers to support students’ knowledge construction in inquiry-oriented science teaching. Existing literature has delineated the characteristics and functions of effective questioning strategies. However, attention has been primarily cast on the format of questioning like open-ended questions in prompting student interactions or class discourses, but not much on science content embedded in questions and how they guide students toward learning objectives. Insufficient attention has been cast on the connection between a chain of questions used by a teacher in the attempt to scaffold student conceptual understanding, especially when students encounter difficulties. Furthermore, existing methods of question analysis from massive information of class discourses are unwieldy for large-scale analysis. Science teacher education needs an instrument to assess a large sample of Pre-service Teachers’ (PST) competencies of not only asking open-ended questions to solicit students’ thoughts but also analyzing the information collected from students’ responses and determining the logical of consecutive responses. This study presented such an instrument for analyzing patterns of 60 PST’s questioning chains from when they taught a science lesson during a methods course and another lesson during student teaching. Cohen’s Kappa was conducted to examine the inter-rater reliability of the coders. The PST’s orientations from the two videos were determined and the correlation between them was compared to test the validity of this instrument. Consideration of the data from this instrument identified patterns of the PSTs’ science teaching, discussed the importance of guiding questions in inquiry teaching, and suggested quantitative studies with this instrument.

Exploring self-efficacy beliefs of Pre-Service Teachers: An evidence from biological science education program in Bangladesh

Teacher education program equips teachers with skills and competencies for teaching-learning process. An essential part of teacher education program is referred to as practicum. The context of Bangladesh is mostly speculative and theoretical, dealing with concepts of belief and practice of science teachers in classroom only. However, the aim of this is to explore whether the practicum experiences of pre-service teachers (PSTs) in biological science education contribute to shaping and developing self-efficacy beliefs. A qualitative approach with documentary research was adopted for this study. The portfolio of nine PSTs along with interview were used as the principal sources of data. The result reveals that during practicum, the biological science education program has contributed to all the four aspects of self-efficacy beliefs, naming, mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study highlights the need for biological science education to offer various circumstances to further self-efficacy beliefs. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.147-165

Concept Mapping: Unleashing the Power of Visual Learning in Science Education

Concept mapping is an effective approach for improving learning in science education by using visual representations of knowledge. The purpose of this quasi-experimental study is to determine the effectiveness of concept mapping as visual representations in increasing understanding of concepts and knowledge retention among secondary school students studying science. The students in the research are divided into two groups: the experimental group (N = 45), which gets instruction using concept mapping methods, and the control group (N = 50), which receives instruction using conventional methods of teaching. Participants in this study were chosen at random from two public secondary schools in Kathmandu and the Lalitpur district. To evaluate both groups' understanding and recall of scientific concepts, a pre-and post-test approach was used. The outcomes of this study will give important insights into the effectiveness of concept mapping as a method of instruction in science education. It is hypothesized that students in the experimental group who participate in concept mapping activities will show better conceptual understanding and retention than students in the control group.

Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education

Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education

Applying Cognitive Load Theory in Teacher Education

Abstract: The study investigated the validation of a rating scale to measure cognitive load in science teacher education. The rating scale was used to measure three types of cognitive load in a new learning context with 81 undergraduate students enrolled in a science education program, randomly assigned to three experimental groups: problem-solving, example-based learning, and control groups. The preservice teachers' cognitive load was measured using a rating scale during an intervention to diagnose students' misconceptions in physics. The study also assessed the effect of instructional design on cognitive load. The results showed that the three types of cognitive load can be reliably measured in science teacher education and that instructional designs that create germane cognitive load contribute to the development of preservice teachers' diagnostic competencies. Conversely, designs that create irrelevant cognitive load are detrimental to this development. These findings suggest the importance of considering cognitive load in science teacher education for effective instructional design.

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA PELAJARAN IPA KELAS V SDN NGALE 01

This study aims to explore the application of the Problem Based Learning (PBL) Model to increase student learning activeness in Natural Sciences (IPA) lessons in class V SDN Ngale 01. The PBL method involves students in solving real problems that are relevant to the context of everyday life, thereby encouraging active engagement and better understanding of concepts. This study used a quantitative approach with a pretest-posttest control group research design. The research sample consisted of two randomly selected classes, namely the experimental class that applied the PBL model and the control class that applied conventional learning methods. Data on student activeness was collected through observation and statistical analysis was used to compare differences in active learning between the two groups. The results showed that the application of the PBL Model significantly increased students' active learning in science lessons. Students who engage in the PBL Model show more active participation in learning, including group discussion, problem solving, and critical thinking. They also showed greater interest in science lessons and the ability to relate concepts to real situations.This research has important implications for education practitioners and science teachers in elementary schools in increasing student learning engagement. The PBL model can be used as an alternative effective learning method to encourage student participation and a deeper understanding of concepts. Future research can involve a larger sample and see the impact of applying the PBL Model on student learning outcomes as a whole.

Designing a framework for teachers' integration of computational thinking into elementary science

AbstractAs professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K‐12 grades. While researchers and policymakers have specified how students should engage in CT for science learning, the success of CT integration ultimately depends on how elementary teachers implement CT in their science lessons. This new demand for teachers who can integrate CT has created a need for effective conceptual tools that teacher educators and professional development designers can use to develop elementary teachers' understanding and operationalization of CT for their classrooms. However, existing frameworks for CT integration have limitations. Existing frameworks either overlook the elementary grades, conceptualize CT in isolation and not integrated into science, and/or have not been tested in teacher education contexts. After reviewing existing CT integration frameworks and detailing an important gap in the science teacher education literature, we present our framework for the integration of CT into elementary science education, with a special focus on how to use this framework with teachers. Situated within our design‐based research study, we (a) explain the decision‐making process of designing the framework; (b) describe the pedagogical affordances and challenges it provided as we implemented it with a cohort of pre‐ and in‐service teachers; (c) provide suggestions for its use in teacher education contexts; and (d) theorize possible pathways to continue its refinement.

Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral orientations toward technology exploitation. However, it remains unclear if the gained knowledge is applied in practice (TPACK in action). Therefore, studies are required to investigate the interplay of programs promoting TPACK on action, behavioral orientations, and resulting TPACK in action. This paper presents an approach that explicitly links pre-service science teachers’ pedagogical content knowledge (PCK) with TPACK development in two undergraduate modules, following the transformative view of TPACK. TPACK on action and behavioral orientations are captured through a questionnaire at three points in time. Additionally, lesson plans are analyzed to evaluate the quality of technology use and cognitive engagement, approximating TPACK in action. The results show a significant increase in pre-service science teachers’ (N = 133) self-rated TPACK on action and behavioral orientations between pre- and post-test, with moderate to large effects. Moreover, the analyses of lesson plans reveal a high quality of technology exploitation in the planned lessons, indicating distinctive TPACK in action after attending the modules. This theory-based approach is supported by empirical data, and highly regarded by participants, making it a successful model for course redesign at other universities.

A new online resource for chemical safety and green chemistry in science education

Abstract Science and chemistry teachers often feel that they have insufficient knowledge about the legal requirements concerning proper handling of chemicals. To help teachers and technicians, we have developed an online resource with information and tools for the various aspects of chemical safety, such as legislation, risk assessment, storage, labelling and waste handling, including a framework for routines and training for staff and students. Additionally, the resource introduces the concept of green chemistry, an emerging field within chemistry education, and provides examples on how teachers could work with green chemistry principles in the science and chemistry classroom. The aim is that this extensive online material, covering the most important aspects of health, safety and environmental work in school science education, can serve as a useful resource for school leaders, teachers, technicians and science teacher educators in their work with these issues. The resource was developed by partners from the Universities of Helsinki, Ljubljana, Oslo, and Stockholm and co-funded by the Erasmus+ program of the European Union. The content is published in five languages and is freely available at https://chesse.org.

A Comparison of Pre-Service Science Teacher Education in Myanmar, the Philippines and Japan

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

Emerging Trends And Challenges In Science Education

Science education has been recording dismal academic achievement, skills and attitudinal outcomes in Nigeria. The students, right from the basic education to the tertiary level lack 21st century skills of critical thinking, creativity, collaboration, communication, citizenship, self-regulation, time management, knowledge construction, problem solving, digital literacy skills and many other positive skills expedients for proper employability and entrepreneurship. The conventional, didactic, non-heuristic instructional strategy adopted in teaching science education in the country is already dated at the face of Covid-19 and post-Covid-19 pandemic. The National Science Teaching Association (NSTA, 2012, 2020) of America recommended the Next Generation Science Standard (NGSS) as the trending path to science education productivity through technology integration and reflective thinking. Cybernetics, constructivism and behaviorism theories buttressed the integrating of technology and reflective thinking in science education. Empirical findings equally justify teaching science technologically and with reflective thinking. There are challenges to technological integration in science education, the FUD factors (Fear, Uncertainties and Doubts) about the use of technology in science education, Inadequate ICTs policies and programmes, insufficient technological infrastructures, low ICTs skills and knowledge, poor attitudes to change (status quo sustenance), poor finance, poor management cum maintenance culture, and many other impinging challenges to effective technological integration in basic science education. Public-Private Partnerships (PPPs) in ICTs infrastructural development in schools, adequate funding, training and re-training of science education teachers will allay major constraints to effective utilization of technology in basic science education for enhanced productivity.

Science Teaching in Culturally Diverse Classrooms: Application of Sociocultural Knowledge at a School System in Nepal

ABSTRACT This study focuses on teaching and learning science in three secondary public school classrooms with mostly culturally marginalized students from Gurung and Magar communities in a semirural district in Nepal. The study aims to understand how three science teachers in different schools engage students in culturally relevant transformative science learning. I use a constructivist case study design. Data were collected through 18 classroom observations, three interviews with science teachers, and a student focus group interview. Analysis of the data showed that culturally marginalized students are experts in the cultural knowledge they bring into the classroom, science teachers felt ambivalence between culturally relevant science and success in tests, and science teachers showed a need for greater pedagogical skills in cultural relevancy. The study suggests a need for focused and intentional culturally relevant courses in science teacher education programs and professional development. Educating teachers for more transformative and relational science teaching will support embedding cultural knowledge and values in classroom teaching and curriculum.

Shine a spotlight on the preparatory service within science teacher education in Germany: A systematic review

Due to the lack of success of German students in recent program for international student assessment (PISA) studies since 2001, the question arises whether German teacher training has an impact on this performance. This publication is based on a systematic review which deals with German-language publications of various PISA-relevant areas within the preparatory service in Germany. The results show that there is a clear need for action in the areas of scientific literacy, nature of science as well as media and information literacy. In addition, the structure of the preparatory service as well as the psychological stress of prospective (science) teachers in Germany are explained in more detail. Despite being limited to German publications and individual competencies of PISA surveys, the study identifies a need for action for the German preparatory service. The aim of this publication is to provide a basic description of the German preparatory service in relation to science teacher education to compare German teacher education with better performing teacher training according to PISA.

DEVELOPMENT OF INTEGRATED SCIENCE TEACHING MATERIALS MODEL PROBLEM BASED LEARNING (PBL) LOCAL WISDOM CLASS VII SMP

The COVID-19 pandemic, the implementation of learning for the yellow, orange, and red zone areas is prohibited from face-to-face learning while the green zone area is allowed. Demanding teachers to make teaching materials that help students learn at home and at school. This study aims to produce teaching materials for Integrated Science Problem Based Learning models based on valid and practical local wisdom. This type of research using the Plomp model consists of three stages, namely: the initial investigation stage, the prototype formation stage and the assessment stage. The research subjects were 3 science education lecturers, FMIPA UNP, teachers and students of SMP N 03 Solok Selatan. The instruments used in this study were validation questionnaires and practical questionnaires. The data in this study used the momem kappa formula, the results of the validity test were 0.83 with a very high category, the practical results of students and teachers were obtained 0.84, 0.82 and 0.83 with a very high category. It can be concluded that the integrated science teaching materials using the Problem Based Learning model based on local wisdom are valid and practical to use in class VII SMP

A Practice-Based Theory of Teaching Analysis of Elementary Preservice Teachers’ Prior Knowledge of Science Instruction

ABSTRACT Science teacher education literature has emphasized the importance of prospective teachers’ prior knowledge of their K-12 experiences as a key factor influencing their professional development as future science teachers. The purpose of the study was to identify the teaching practices in prospective teachers’ prior knowledge of science instruction before their enrollment in a science teaching methods course. Constructs from the practice-based theory of teaching, reform-based science instruction, and the pedagogy of poverty framework collectively served as the conceptual lens to focus on teaching practices. Three-hundred and sixty-one prospective teachers took part in this qualitative study. Visual (drawings) and written (narratives) served as the data and thematic analysis was used to identify and categorize teaching practices. The predominant teaching practices were framed by the pedagogy of poverty (68.4%) (giving information and directions). Other teaching practices were framed by a combination of teaching practices (pedagogy of poverty and core science teaching practices) (28.0%) (giving information and directions, engaging students in investigations, and facilitating classroom discourse), and teaching practices that reflected only core science teaching practices (8.0%) (engaging students in investigations and facilitating classroom discourse). Prospective teachers in this study had identified and accepted as knowledge-for-practice from their K-12 experiences a set of limited teaching practices. The findings indicated that prospective teachers’ prior knowledge of science instruction reflected the inclusion and an over reliance on specific teaching practices that contradicted or limited current reforms in science education and imply that they are yet to experience science instruction as stipulated by the current reforms.

Adressing Linguistic and Cultural Heterogeneity in Chemistry Classrooms: Findings from the In-service Teacher Training Program

One of the challenges in the teaching science in Bosnia and Herzegovina is its plurality of languages and cultural diversity. In the previous initial teacher education, there was a lack of quality preparation for these modern challenges; opportunities to teach cultural and linguistic diversity were not recognized. Therefore, the challenge is to encourage experienced chemistry teachers to develop competencies for an intercultural teaching environment within the Educating Science Teachers for All (ESTA) project. The participants of the in-service professional development program were chemistry teachers from three cantons in Federation of Bosnia and Herzegovina. The aim of the program was to develop and improve professional competencies through workshops and work in groups, with discussions on selected topics and laboratory exercises with the use of modern laboratory equipment and ICT. Teaching opportunities were offered in linguistically diverse classes, as well as in classes with other forms of student diversity. The results showed that teachers are aware of the need to be sensitized for student differences. They expressed positive impressions and willingness to adjust the teaching material according to the needs of their students, but also the need for further support through collaboration with the university staff.

Pre-service teachers’ vocabularies of the language of science in the context of learning about electrons and photons

Teaching and learning the language of science is an important part of science education. Learning the vocabulary of science plays a key role in learning the language of science. The meaning of abstract scientific terms builds on their connections with other terms and how they are used. In this research, we study pre-service physics teachers’ physics-related vocabularies and investigate how rich a vocabulary they use and what similarities and differences there are in their vocabularies regarding electrons and photons. We investigate the connectedness of physics terms by categorizing them according to their role in explaining quantum physics and carry out a lexical network analysis for N=60 written reports. The analysis shows that vocabularies do not share much similarity and the reports reflect narrow images of photons and electrons. We conclude that science teacher education needs to pay attention to explicit teaching of the language of science for pre-service teachers.