Grade Science Teachers Research Articles

Computational models as tools for supporting responsive teaching

ABSTRACT It is widely agreed that science instruction should help students build new knowledge on the foundation of their prior knowledge. Responsive teaching refers to a family of teaching strategies that pursue and build on student ideas. We introduce a particular approach to responsive teaching and examine how it can be supported by the use of computational models. We analyse an 8th grade science teacher’s facilitation of a class discussion near the end of a lesson on sound. We present a moment-by-moment characterisation of her responsive teaching moves, highlighting the ways she used a computational model to help students articulate and examine their thinking. Our findings make empirical contributions to literature concerned with responsive teaching and literature concerned with the role of computational models in constructivist approaches to instruction.

Exploring Science Teachers’ Belief towards Inquiry Based Teaching Learning Activity at Grade –VI

The National Curriculum of Bangladesh (2012) recommends student-centric IBT (IBT) learning activities in the science classroom. However, teaching science in Bangladesh is hardly follows the instructions of curriculum, and most teachers are found not to place adequate emphasis on involving the students in the inquiry process. A possible reason might be science teachers’ belief. The focus of the research questions is to find out firstly, the beliefs of both urban and rural sixth grade science teachers and secondly, the differences between genders and lastly to explore the challenges of IBT. Thereby, a sequential explanatory mixed method was adopted for this study. The participating teachers were from both rural and urban areas. An interview was taken to support statistical and quantitative data for an in-depth explanation. The result revealed that teachers from both urban and rural areas have positive beliefs towards inquiry, and there is no significant difference between urban-rural and male-female teachers. In the case of urban teachers, the challenges were time and classroom management, but not for rural teachers. This study recommends that stakeholders use the inquiry instruction, reshape the training, and provide the teachers with the necessary opportunities for professional development programs in an effective way. Teacher’s World: Journal of Education and Research, 49 (2),135-149

Science Learning in Nepal, Case at The Vaishnabi Secondary School

Science learning can be implemented with various approaches, strategies, models and learning methods. This implementation varies from each educational institution and even in each country. One of the secondary schools in Nepal is Vaishnabi Secondary School (VSS). This school is a public school that accommodates students at the level of kindergarten, primary education (grades 1-5), and secondary education (grades 6-10). This study aims to describe the interaction variables and their constraints in teaching science class at VSS. In this study, three interaction variables were observed, namely the sign variable (teacher), the context variable (students & schools), and the process variable (teacher-student interaction). The method used is a qualitative descriptive research method with a case study research design. Observations were carried out in science learning activities in grades 8, 9, and 10. Data collection used four data collection techniques, namely observation, interviews, questionnaires, and documents. After the data is collected, a technical triangulation process is carried out to collect data as well as to test the credibility of the data. The results of the research on the sign variable indicate that VSS has 8th, 9th, and 10th grade science teachers who are already competent in education and experience. The teacher's ability to use English is quite good. The context variable shows that student attendance and students' opportunities to study at home are constrained by the economic background of their parents who are less well off, forcing students to help their parents earn money. In addition, there is no science laboratory and supporting equipment for experimental activities. The process variable shows that the teacher has made plans for science learning in personal notes and the teacher is still teaching with the lecture method in one direction, namely from teacher to student which causes students to be passive in learning. The problem of teaching science in VSS lies in two interaction variables, namely the context variable and the process variable. The context variable is about the economic condition of students and school facilities. The economic conditions of students affect school attendance as well as student learning opportunities at home. School facilities have an impact on the absence of practical activities that will reduce the experience and abilities of students. The process variable is constrained by the teacher's teaching method. The lecture teaching method does not support 21st century education because today's education demands student activity in the learning process.

Teachers’ Perceptions of Increasing STEM Self-Efficacy Among Female Middle Grades Students

A gender gap persists in the fields of science, technology, engineering, and mathematics (STEM). Although females constitute half the total workforce in the United States, they make up just greater than a quarter of employees in STEM fields. In recent years, one approach to addressing the gender gap in STEM has involved middle grades science teachers helping young adolescent females view themselves as potential scientists from a young age. Through a variety of targeted strategies, science teachers have supported female students in building STEM self-efficacy by encouraging their participation in varied initiatives. This qualitative multi-case study investigated how two middle grades science teachers build STEM self-efficacy in female students both during and outside of formal instruction. Data sources included surveys, interviews, and classroom artifacts. Findings featured specific examples of classroom initiatives that participants believed built female students’ self-efficacy as well as participants’ reasoning for the initiatives’ use and perceived outcomes of their utility. Our findings also indicated that participants’ efforts to build female students’ STEM self-efficacy were hampered by participants’ lack of clarity regarding the meanings of STEM education and STEM self-efficacy. Implications for middle grades teacher education and STEM-focused professional development are included.

Pengembangan Media Pembelajaran Mobile Learning Berbasis Android Pada Pembelajaran IPA di Kelas VIII SMP/MTs Tema Makananku Kesehatanku

This research was conducted because of the difficulties experienced by students in learning, especially in the use of learning resources, teaching materials, or learning tools in the classroom. The conclusion of the interview with the resource person, namely the eighth grade science teacher, was that the learning resources available at school, especially for natural science learning, are still very minimal. Student books, student worksheets, and power points are still often used by teachers to deliver learning materials. WhatsApp is one of the technological intermediaries that students must use to learn independently during pandemic conditions, so students do not understand the material presented, especially science. This affects the process, objectives, and learning outcomes of students. In addition, the delivery of learning materials has not been integrated, so it takes a long time to develop one basic competency. The purpose of this study is to determine the validity of android-based mobile learning media for science learning in grade 8 (grade eight) junior high school or MTs with the theme of "my food, my health." The Borg and Gall R&D model was adapted by Sugiyono and modified by the author into five stages, including potential and problems, collecting data, designing products, validating product designs, and improving final product designs. Based on the results of data analysis, the expert validation score is included in the "very valid" category and can be used in science learning, with a percentage of findings of 84% from the results of material validation, 84.8 percent from media validation, and 86.6 percent from teacher assessment.

Development of LKPD assisted by phet simulation on material form of energy and their changes to improve creative thinking ability of students at SMP Negeri 2 Sunggal

Student Worksheet (LKPD) is one way to support and activate learning activities so that students and teachers can interact more effectively, which can improve learning activities and student achievement. Because PhET media encourages creativity, it can help students' creative thinking skills. 4D technique, PhET Simulation helps the development of LKPD. In this study, data collection used observational methods, questionnaires, tests, and documentation methods. In this study, descriptive analysis and N-gain test were used for data analysis. Two material experts, learning experts, design experts, seventh grade science teachers, and 32 seventh grade students of SMP N 2 Sunggal became the sample. Based on the approval of LKPD, learning experts, and learning materials experts and design experts, class VII science teachers and 32 students of class VII SMP N 2 Sunggu. Based on expert validation, learning experts and LKPD material design experts, the participant's response was very good and the LKPD materials assisted by PhET Simulation could improve students' creative thinking skills, which can be seen from the N-gain calculation, which is 0.71 high categories.

Analisis Pemanfaatan Alam Sekitar Dalam Pembelajaran IPA Di Madrasah Ibtidaiyah

Science learning is an important lesson for students so that they can take advantage of their natural surroundings properly and correctly. This research was conducted because teachers rarely use the natural surroundings as a source or media in their learning, especially on science material, even though using the natural environment in science learning can make children pay more attention to the natural surroundings. The purpose of this study is to analyze the use of the natural surroundings in the teaching and learning process of science at the Nurul Iman Private Madrasah, Limau Manis Village, Tanjung Morawa District, Deli Serdang Regency, North Sumatra. The author uses qualitative research methods and data collection techniques used in this study in the form of interviews and observations. The research subjects were science teachers in grades 1 to 6 and there were 6 teachers in the school. The survey results show that the use of the environment as a learning resource for science learning in schools makes learning activities more interesting and less boring for students. By utilizing the natural surroundings, it will be more meaningful and valuable, because these students will face real events and situations, students also benefit from the delivery of learning, and new media for students who are familiar with daily activities, and students can feel active in the learning process. Therefore, with the benefits that have been described, teachers should use nature in teaching science to elementary students to use nature as a learning resource.

Studi Fenomenologi Peran Guru Sekolah Dasar Sebagai Fasilitator dalam Pembelajaran Tematik di Kelas Tinggi

This study aims to describe the role of the teacher as a facilitator in thematic learning. In this study, the approach taken by the researcher is to use a qualitative phenomenological approach with triangulation of sources, which includes fifth grade science teachers and fifth grade students at SD Negeri 5 Jambu. Data collection techniques in the form of interview techniques. The results of this study indicate that the role of the teacher in Class V of SD Negeri 5 Jambu has carried out its role as a facilitator according to the indicators except for the aspect of delivering material via video conference. The factors that hinder teachers from carrying out their role as facilitators are 1) Lack of student interaction in learning, 2) Limited learning time, 3) Teacher workload in administration, 4) Lack of parental support in learning.

Exploring pedagogical decision making from the lens of science teachers in response to different pedagogical issues

The success of an educational process is represented by success in making appropriate decisions. This study aims at exploring pedagogical decision-making by science teachers in dealing with pedagogical issues based on their point of views. Three demographic variables: teacher's gender, school stage, and teaching experience were investigated. The sample of the study was composed of (568) science teachers in grades (1–12) in the Sultanate of Oman. To achieve the objectives of study, it followed the descriptive method based on a questionnaire was prepared and administered to collect data from the targeted sample. The results of the study showed that the first decision science teachers made while dealing with pedagogical issues was seeking advice from supervisors and senior teachers followed by relying on personal experience and continuing with the current practice. Furthermore, the results indicated a statistically significant difference in some options in favor of female teachers, cycle one's teachers, and teachers with less than ten years of experience. The study concluded with a set of recommendations in the light of findings.

How Use-Modify-Create Brings Middle Grades Students To Computational Thinking

This design case chronicles the efforts of an interdisciplinary team of researchers as they collaborated with middle grades science teachers and students to build and refine an epidemic disease curriculum module. The initial five-day design was delivered in five science classrooms at three nearby schools where researcher classroom observations and teacher feedback drove iterative refinements of the module’s materials. The final design of this module consisted of four instructional days of modeling and simulation activities that integrate computational thinking practices, computer science concepts, and life sciences content. The paper aims to illustrate the design motivations to address contextual constraints such as tight curricular schedules and varied levels of exposure to programming for both teachers and students. The instructional materials presented in this design case were the result of a three-year long research-practice partnership with science teachers at nearby middle schools.

Science teachers can teach computational thinking through distributed expertise

Content area K-12 teachers are increasingly asked to integrate computing and computational thinking into their classrooms, yet they often have little experience with computing. The purpose of this study was to understand how science teachers, new to computing and integrating computational thinking into their classrooms, supported students as computational problem solvers. In the project from which this research was drawn, 8th grade science teachers in three US school districts integrated computer game design into their study of climate systems and climate change. We conducted participant observation, collected teacher implementation logs and interviewed 15 teachers engaged in the three-year design research project, Building Systems from Scratch. Analysis through grounded theory yielded several results related to teachers’ orientations, strategies, and use of resources to create systems of distributed expertise. We identified five major themes: a) releasing responsibility to students, b) co-learning with students, c) encouraging students’ independent problem solving, d) building interdependence among students, and e) providing multiple other resources. Findings are discussed in relation to the literature on integrating computational thinking into content area classrooms.

Comparability of teachers\u2019 educational background items in TIMSS: a case from Turkey

Large-scale international assessment studies such as Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) provide researchers and policy makers the opportunity to conduct secondary analyses to answer questions related to educational outcomes and compare the impact of certain inputs on student outcomes across countries. These comparisons are made under the assumption that the questionnaire items translated to different languages are understood in the same way by its participants. Presenting a case from Turkey, this paper shows that equivalency of questionnaire items is not always achieved. The case explores demographic information related to teacher preparation and the sample is drawn from eighth grade science and mathematics teachers participated in TIMSS 2007, 2011, and 2015 in Turkey. Descriptive analysis of data collected from these teachers and comparisons across subjects and years show that teachers may have misunderstood a question regarding their major, thus limiting potential claims related to teacher preparation in Turkey. Researchers and policy analyst who use secondary data collected by international assessment studies should be aware of such comparability issues in adapted items prior to conducting any secondary analyses.

Middle grades teachers’ content knowledge for renewable energy instruction design

ABSTRACT Background: Renewable energy curriculum reflects research, standards, and policy documents that emphasize both environmental literacy and engineering, technology, and science concepts. Students’ science achievement in this and other areas have been found to be predicted by their teachers’ content knowledge. Therefore, this study examined whether, and where, gaps in the content knowledge of pre-service teachers would be found when designing instruction on renewable energy technology for middle grades classrooms. Purpose: The purpose of this study was to explore pre-service middle grades teachers’ content knowledge for the design of instruction on renewable energy technology. Design and methods: Thirteen pre-service science teachers in the final semester of a licensure program focused on grades 6–8 (ages 11–14) in the semester just prior to their student teaching experience participated. Structural coding was used to develop categories of instances of content knowledge in four artifacts related to their instructional design that was further analyzed and described. Results: The content knowledge that was used by the pre-service, middle grades science teachers when designing renewable energy technology instruction fell within three content categories inclusive of six issues with knowledge areas. Conclusions: The implications of this investigation are related to the training of middle grades science teachers and the potential necessity to explicitly support content knowledge instruction that aligns with calls for changes to how the conservation of energy is taught before student teaching. In addition, better integration of content knowledge with methods and curriculum courses are called for. The participants had satisfactory performance on both licensure exams and in required coursework. However, they had not achieved understanding of content necessary for instruction on renewable energy technology that is included in middle grades standards.

Next generation sheltered instruction to support multilingual learners in secondary science classrooms

AbstractUsing findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine how secondary grades science teachers' participation in our professional learning framework and subsequent enactments of an initial set of project instructional practices led these teachers to articulate nuanced and strategic adaptations to the initial practices to better meet the needs of the multilingual learners in their classrooms. We found that teachers moved away from implementing sheltered instruction practices based on general principles or formal classifications, such as students' English language proficiency level, instead taking a more nuanced approach to adopting, adapting and rejecting practices based on perceived needs, assets, and personal knowledge about individual multilingual students in the specific disciplinary context of science. Based on this analysis, we conceptualize and refine what we now see as a new and exploratory set of Next Generation Sheltered Instruction practices for integrating science and language to support multilingual learners in secondary science classrooms in the age of the NGSS.

Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules.

Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum

Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum

Bridging the gaps between ecology and nutrition: a middle school–university collaboration

ABSTRACTThis article examines the design and evaluation of a novel, cross-institutional, classroom-based nutrition intervention program created by a seventh grade science teacher and a university instructor. The collaborative project centered around a unique curriculum-based objective as well as an extracurricular aim for each class. Undergraduates taking the community dietetics course designed, facilitated, and evaluated a tailored, community nutrition intervention. Seventh graders explained how organisms in a biome depend on the available biotic and abiotic resources, and how matter cycles continually among organisms and the physical environment. Additionally, the collaboration aimed to synergistically enhance all students’ academic experience by nurturing dietetics students’ cultural competence as well as by encouraging seventh graders to simultaneously explore their nutrition-related attitudes and make connections among diet and food webs. Following the experience, undergraduates reported that the project positively contributed to their personal growth, civic engagement, and overall academic experience. Seventh graders’ post-project discussions revealed confusion and roadblocks adolescents face related to healthy eating. The results of this study indicate that cross-institutional collaborations provide meaningful experiences within the undergraduate dietetics curriculum and that small-group discussions focused on identifying students’ confusion and barriers can guide health educators to creating relevant and engaging programs for youth.

PhUn week 101: New Institution, New Partners, New Hope

Physiology Understanding (PhUn) week is the American Physiological Society outreach program looking to motivate K-12 students to choose science programs as their higher education path. In the past 5 years, we have developed a series the PhUn week activities from theater-like presentations to high technology hands-on experiments showing how physiology can be integrated to the science curriculum or promoting health care careers. These activities were performed in the Wabash Valley, IN, area and involved 50 to 100 K-12 students with 8 to 30 college-aged facilitators (undergraduate and graduate). This year, we had to re-create PhUn week from scratch. New institution (The University of Texas at El Paso), new city (El Paso, TX), and new school district (El Paso Independent School District). No direct access to undergraduate and graduate students, except of one senior PhD (FM-A) and one freshman undergraduate students (JR). Therefore, we had to start with basic PhUn week 101. First, find a community partner within the school district. Found it at Dr. Hornedo Middle School's 6th grade science teacher (CS) and a class of 24 children. Second, recruit undergraduate students willing to dedicate 15 to 20 hours in training, design, and execution within 4–6 weeks. Six students were recruited from the Bachelors in Rehabilitation Sciences. Third, design a production plan, which will start with a hierarchical model to evolve toward a ‘flat organization model’. The PI and PhD student trained JR in PhUn week purpose and use of applied technology (i.e. Biopac MP40). Then, JR trained all other 6 undergraduate students. Once they were all trained in Biopac MP40 use, we had 2 meetings for brainstorming and PhUn week activities design. The design of 3 hands-on activities was decided horizontally, within our flat organization. The outcomes were successful in many levels: at the school level, children were able to collect data in different physiologic responses (i.e. electromyogram, electrocardiogram, and reaction time) that was used within their science curriculum; at the undergraduate level, students were able to reinforce their social responsibility mentoring school-aged children as role models for a successful college career; in addition, undergraduate students were able to analyze some of the data and produce 2 abstracts for PhUn week workshop at Experimental Biology; finally, they are all already registered on a UTEP undergraduate science course to explore new career paths within the STEM field; and at the Gurovich Lab level, we confirmed that PhUn week is not only fun but tremendously rewarding, as you can change lives and minds of younger generations. Support or Funding Information This work was partially supported by the National Institute of General Medicine Sciences of the National Institute of Health under linked Awards Numbers RL5GM118969, TL4GM118971, and UL1GM118970. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Making Connections: Evaluation of a Professional Development Program for Teachers Focused on STEM Integration

This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. A significant increase in math and science scores were also found in 413 students before and after participation in an integrated STEM lesson. According to teachers, the greatest strengths of the program were the STEM connections that teachers began making; the changes in teachers’ instructional practices; improved attitudes, beliefs, and confidence in teaching; increased comfort with using technology; and the enthusiasm that students exhibited during a STEM lesson. Quantitative data and teacher feedback both indicate that the program was highly successful and had a positive impact on teachers and students.

Turkish Primary Science Teacher Candidates’ Understandings of Global Warming and Ozone Layer Depletion

The purpose of the study was to explore Turkish primary science teacher candidates' understanding of global warming and ozone layer depletion. In the study, as the research approach the survey method was used. The sample consisted of one hundred eighty nine third grade science teacher candidates. Data was collected using the tool developed by the researcher. The survey solicited written opinion responses to seven open-ended questions. Teacher candidates’ written opinions about global warming and ozone layer depletion were analyzed descriptively. The results of the analysis were presented as percentages and frequency. The findings suggest that prospective teachers’ understandings about these issues were limited and they had some significant common, misconceptions. Finally, the findings were discussed in comparison with the previous research with respect to environmental education.