Preservice Science Teacher Education Research Articles

Computational Thinking Integration into Pre-Service Science Teacher Education: A Systematic Review

ABSTRACT Computational Thinking (CT) has emerged as a fundamental aspect of modern science education, especially within pre-service teacher education. This study examines the current landscape of CT integration in pre-service science teacher education, drawing insights from an analysis of 18 empirical studies conducted since the implementation of the Next Generation Science Standards in 2013. The findings reveal the predominantly exploratory nature of research in this area and underscore the prevalence of positive outcomes associated with CT integration. Moreover, the study identifies prominent pedagogical strategies such as problem-based learning and the engineering design process, highlighting their integral roles in CT integration. Additionally, the findings uncover the interconnectedness of modeling and simulation, computational problem-solving, and systems thinking practices within CT-integrated science interventions. This suggests the necessity for a more holistic approach, including the integration of unplugged activities, the generalization component of CT, and diverse science disciplines, encompassing life science and Earth/space science. Ultimately, these findings emphasize the imperative for further investigation to comprehensively explore CT integration within pre-service science teacher education, aligning closely with contemporary educational standards and practices.

Lesson study in science teacher preparation programs: a literature review

PurposeThis article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.Design/methodology/approachA systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.FindingsIn preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.Originality/valueThis literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

Fostering expansive and connective sensemaking with preservice secondary science teachers

AbstractPreservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research explores possibilities for cultivating new spaces for preservice secondary science teachers to engage in science. In a content‐focused education course, we designed for and studied preservice teachers' engagement in expansive and connective sensemaking, incorporating heterogeneity, power, and historicity in pursuits of explanatory accounts of the natural world. In this article, we examined how this course design can support preservice teachers to attune to heterogeneity in ways of knowing in science and to connect to identity and historicity in scientific sensemaking. Our analysis suggests that students' final projects reflected attunements to diverse knowing, communicating, and relating in science and deep connections with their identities and future‐making, yet had fewer connections to sociohistorical narratives and structures. We developed illustrative case studies of four student projects, highlighting the personal, social, and political possibilities of creating space for future educators to imagine more expansive and connective forms of science. This study contributes a novel model for preservice science teacher education to support teacher learning to value and sustain their students' ways of knowing and being in the world.

Exploring Directions for Uzbekistan Pre-service Science Teacher Education on the Ecological Environment

Abstract This study provides a comparative analysis of pre-service science teachers in Uzbekistan and Korea, exploring ecological footprint, ecological worldview, subjective happiness, and pro-environmental behavior. Using a questionnaire whose reliability and validity had been verified, an online and offline survey was conducted targeting pre-science teachers attending teacher education universities: in metropolitan areas in Korea and Uzbekistan. Independent samples t-tests revealed significant findings: Uzbekistani teachers exhibited a lower ecological footprint but shared a similar ecological worldview with their Korean counterparts, while also reporting higher levels of subjective happiness and pro-environmental behavior. The results emphasize the need for science education strategies tailored to Uzbekistan’s context, particularly the development of the new ecological paradigm (NEP). To enhance subjective happiness and pro-environmental behavior, we suggest employing pedagogical approaches such as case-based or phenomenon-based learning. This research underscores the importance of contextualization, with NEP development, and practical methodologies among Uzbekistani students.

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 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.

Infusing epistemic perspectives on scientific practices in science teacher education

The paper provides a case for the inclusion of epistemic perspectives on scientific practices in science teacher education. Scientific practices are defined as being part of nature of science and are drawn from the account of the Family Resemblance Approach (FRA) developed by Erduran & Dagher (2014a). The depiction of scientific practices relies on a theoretical model called the Benzene Ring Heuristic (BRH) which consolidates the epistemic, cognitive and social aspects of scientific practices into a holistic and visual representation. BRH describes scientific practices in terms of concepts such as data, models, explanations, predictions, argumentation and social certification. We describe a funded project that integrated BRH into a pre-service science teacher education program and investigated the impact of the intervention on the pre-service science teachers. Qualitative analysis of pre-service science teachers’ perceptions of scientific practices are described and contrasted before and after the training intervention using BRH. The results indicate that in some cases there was improvement in pre-service science teachers’ depiction of scientific practices as being holistic. The study provides empirical evidence on the incorporation of an epistemic perspective on scientific practices in science teacher education.

Practices of Pre-service Science Teacher Education Program: Review and Reflection

This paper aims to examine the effectiveness of the pre-service teacher practicum program of M. Ed level from the perspective of the campus supervisor of Gorkha Campus, Gorkha. There were altogether six students who appeared in the practicum program, and the researcher was their internal mentor for them. The teaching practice (practicum) program was conducted for about two months in six phases (four on-campus and two in cooperative schools). Based on peer observation and researcher observation analysis for each student-teacher classroom, five findings were identified and interpreted as Technological Pedagogical and Content Knowledge (TPACK) and related other theories. The analysis indicated that the theoretical, pedagogical knowledge was not much implemented in teaching. Their teaching was more traditional without ICT except for on-campus teaching practice. The obtained pedagogical and content knowledge was not tried to link their teaching with life-world knowledge, except a few student teachers did so. The pedagogical skills mentioned in the peer observation form were not developed fully even after the completion of the theory classes and the end of teaching practice. The critical scientific thinking (SCT) model is new and may be appropriate for the practicum program. This teaching practicum program was insufficient to fill the theory-practice gap using this model.

Nature of Science in Preservice Science Teacher Education–Case Studies of Irish Pre-service Science Teachers

ABSTRACT Understanding Nature of Science (NOS) is a requisite for improving scientific literacy, and as such, it is increasingly being included in science curricula worldwide. It is now therefore important that teachers understand NOS so that intended learning outcomes become visible in the classroom. Pre-service teachers also need an opportunity to develop an understanding of NOS. As a result of a national curriculum change in the Republic of Ireland, which saw the explicit inclusion of NOS in the school for the first time, the study was designed to develop pre-service teachers (PSTs) understanding of NOS. To aid PSTs understanding, workshops were designed around the theoretical perspective of the Family Resemblance Approach to Nature of Science. The framework is also referred to some authors by the Reconceptualized Family Resemblance Approach or RFN. The article presents case studies to illustrate how the PSTs navigated the ideas presented to them during NOS workshops and how they translated their understanding from the workshops into their lesson preparation. Data were collected over a calendar year, and findings were drawn from interviews, lesson plans, and assessment tools. The results indicate that although the two case-studies in the study had similar attendance and engagement, their understanding of what constituted NOS incorporation differed. The case studies presented are useful for illustrating how PSTs react to courses designed using the RFN framework and for showing evidenced implications for pre-service teacher education during a time of curricular reform.

Engineering Design-Based Thematic Activities: An Investigation of Pre-Service Science Teachers’ Entrepreneurship Mindsets

The purpose of this study is to examine changes in pre-service science teachers’ entrepreneurship mindsets during engineering design-based activities. A holistic single-case study was used in the study. Twenty-eight pre-service teachers carried out engineering design-based activities (five weeks, 20 hours) in the science teaching laboratory practices course. The pre-service teachers’ use of Entrepreneurship Mindsets (EM) in solving the water pollution problem during engineering design-based activities was examined in this study. Data were collected via engineering design challenge worksheets and public service announcements. The data were analyzed with the Extended KEEN Student Outcomes (eKSOs) rubric. Frequency tables were created in line with the sub-dimensions of EM (curiosity, connections, creating value, communication, character, and collaboration). As a result of the research, it was found that the pre-service teachers mostly used curiosity, connections, and creating value during the water treatment and wastewater assessment plant design process. Engineering is an important context for the development of EM as it creates various contexts that contribute to the development of these mindsets in pre-service science teacher education.

Engineering Design-Based Thematic Activities: An Investigation of Pre-Service Science Teachers’ Entrepreneurship Mindsets

The purpose of this study is to examine changes in pre-service science teachers’ entrepreneurship mindsets during engineering design-based activities. A holistic single-case study was used in the study. Twenty-eight pre-service teachers carried out engineering design-based activities (five weeks, 20 hours) in the science teaching laboratory practices course. The pre-service teachers’ use of Entrepreneurship Mindsets (EM) in solving the water pollution problem during engineering design-based activities was examined in this study. Data were collected via engineering design challenge worksheets and public service announcements. The data were analyzed with the Extended KEEN Student Outcomes (eKSOs) rubric. Frequency tables were created in line with the sub-dimensions of EM (curiosity, connections, creating value, communication, character, and collaboration). As a result of the research, it was found that the pre-service teachers mostly used curiosity, connections, and creating value during the water treatment and wastewater assessment plant design process. Engineering is an important context for the development of EM as it creates various contexts that contribute to the development of these mindsets in pre-service science teacher education.

Integrating English for Academic Writing Virtual Lab Setting in Pre-Service Math and Science Teacher Education Programs

This research focuses on identifying the effect of integrating English for academic writing virtual lab setting in pre-service math and science teacher education programs. Four instruments were utilized in the different process of the research and the test was reported in the results. It utilized English for academic writing questionnaire to identify the academic writing skills needed for the participants, while a virtual academic writing module was used in the instruction of the target skills. English was utilized for the academic writing test and its rubric was used in the pre-post testing of the participants and their assessment. The participants were pre-service students (N=58) from math and science departments at Hurghada Faculty of Education, South Valley University, Egypt. Using a one-group quasi-experimental design, the research followed a pre and post testing procedure before and after applying the virtual academic writing lab. Results of the study were obtained quantitatively and qualitatively through the test of academic writing and the reflection sheet, respectively. Quantitative results showed that there were significant mean differences between participants' scores at level 0.05≥ in the pre and post testing procedure. These differences were in favor of the post testing of both basic academic writing concepts’ variable and academic writing skills variable (000), as well as the total score of participants’ academic writing (sig .002). Qualitative results also showed the positive attitudes of the participants and their satisfaction with the online module based on the feedback provided during the writing process. Recommendations of the research included integrating online virtual writing labs in pre-service math and science teachers’ education programs as well as integrating academic writing in their academic English courses.

Preservice science teachers’ informal reasoning and scientific habits of mind: A case of hydroelectric power plants

This study investigates preservice science teachers' informal reasoning and scientific habits of mind about hydroelectric power plants. The sample of the study consists of 587 preservice science teachers who studied in four different universities in the Eastern Black Sea region of Turkey. Data were collected through a questionnaire that consists of four open-ended questions regarding a hydroelectric power plant construction and the scientific habits of mind scale. Content analysis was used to analyze the questionnaire. The same data were then subjected to quantitative descriptive analysis. In the analysis of quantitative data, the Jamovi program was used. Independent samples t-test was used to determine the relationship between scientific habits of mind and informal reasoning. Results indicated that the preservice science teachers mostly used ecological-oriented informal reasoning mode, and counterarguments were the least created argument component. Preservice science teachers’ the least used informal reasoning mode was social-oriented. Informal reasoning quality of students with high scientific habits of mind score was found to be high, but no significant difference was found between the total number of informal reasoning modes and scientific habits of mind scores. In line with the results, implications were provided for preservice science teacher education.

To use of campus garden as a learning environment in the preservice science teacher education

Bahçe temelli eğitim, örgün ve yaygın öğrenme ortamlarının bir araya getirilmesinde önemli rol oynamakta ve farklı eğitim düzeylerinde uygulanmaktadır. Eğitimde güncel yaklaşımlarla, öğretmenlerin farklı öğrenme ortamlarında birden çok öğretim tekniği kullanmaları beklenmektedir. Ancak, eğitim araştırmaları, öğretmen eğitimi programlarının hala ağırlıklı olarak sınıf içi ortamlara odaklandığını ve öğretmenlerin öğrencilerini sınıf dışına çıkarmak için hazır olmadıklarını veya kendilerini hazırlıklı hissetmediklerini göstermektedir. Bir durum araştırması olan bu çalışmada, fen bilgisi öğretmen adaylarını okul bahçelerinin eğitimsel kullanımıyla tanıştırmak, alan öğretimi becerilerini geliştirmek ve onlara sınıf dışı öğrenme ortamlarında güven kazandırmak amaçlanmıştır. Çalışma 2014-2015 akademik yılında Bahar döneminde 38 fen bilgisi öğretmen adayının katılımıyla bir devlet üniversitesinde yürütülmüştür. Ders araştırmaları modeli takip edilerek hazırlanan ders, mobil teknoloji ile zenginleştirilmiş sınıf dışı öğrenme ortamında (yerleşke bahçesi) üç fen bilgisi öğretmen adayı tarafından verilmiştir. Öğretmen adayları, bitkilerin bilimsel isminin kullanmasında farkındalıklarının olduğunu ancak kendilerini yeterli hissetmediklerini belirtmişlerdir. Sonuçlar, ders araştırmaları modelinin öğretmen adaylarının mesleki yeterliliklerine ve alan bilgilerine katkısını göstermiştir. Çalışma sonuçlarının, fen bilgisi öğretmen adaylarının sınıf dışı öğrenme ortamlarında alan öğretimi ve genel mesleki yeterliliklerine katkı sağlaması beklenmektedir.

Pre-service Science Teachers’ Informal Reasoning Patterns and Risk Perceptions in SSI: Case of Gene Therapy

One crucial characteristic of scientifically literate individuals is making informed decisions in socioscientific issues (SSI). Participants’ reasoning patterns and their risk perceptions shape their decisions. Thus, determining participants’ informal reasoning patterns along with their risk perceptions while making decisions in SSI becomes important. This study fulfills this important point by exploring pre-service science teachers’ informal reasoning patterns and their risk perceptions in an SSI topic, specifically gene therapy. Eleven pre-service science teachers enrolling in two different public universities participated in the study voluntarily. The study was designed as a basic qualitative approach. The data were collected by semi-structured interviews focusing on the use of gene therapy in Huntington’s disease and human intelligence cases. The results revealed that pre-service science teachers made decisions by using one (rationalistic, emotive, or intuitive) or more informal reasoning patterns together. Moreover, their risk perceptions were found to be based on the potential and severity of effects on humanity and society, participants’ morals and values, side effects, and a general concern born out of fear. In addition to their risk perceptions regarding gene therapy, they referred to positive aspects of technology, negative aspects of technology, and a two-edged sword implying positive and negative aspects of technology as a whole while making decisions. These results altogether pin the importance of including multiple forms of informal reasoning and risk perceptions in the pre-service science teacher education programs.

Preservice science teachers\u2019 emerging pedagogy of mobile game integration: a tale of two cohorts improvement study

In the context of the current teacher education program in Thailand, Technology Pedagogical and Content Knowledge (TPACK) framework is formally recognized as essential qualities of knowledge for a highly qualified preservice teacher in today’s education. TPACK has been attracted to educational researchers for preparing preservice science teachers nationwide. In this study, TPACK was employed for restructuring a preservice science teacher education course with mobile game technology, which was offered in two consecutive semesters with a total enrollment of 115 student teachers in the first cohort and 94 student teachers in the second cohort. A pedagogic module of Mobile Game-based Inquiry Learning in Science (MGILS) has been designed and created in two settings, a usual separated and integrated case-based TPACK support module, and then implemented with the first and second cohort respectively in general science teacher education program at a Rajabhat University of Thailand. They were measured TPACK in terms of four constructs, namely, (a) technological knowledge (TK), (b) technological content knowledge (TCK), (c) technological pedagogical knowledge (TPK), and (d) technological pedagogical content knowledge (TPCK). Considering both qualitative and quantitative data analysis from two cohorts, the results showed preservice science teachers’ incremental TPACK improvement from the implementation of the usual separated and integrated case-based TPACK support module of MGILS. Based on the results of MGILS intervention, it seems to indicate the alleged superiority of the integrated case-based TPACK support over the usual separated TPACK support. The deficits in the use of MGILS module are identified, and possible improvements to enhance TPACK in the mobile game are proposed.

How Do We Teach Planning to Pre-service Teachers – A Tentative Model

ABSTRACT We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We examined how pre-service middle school science teachers planned a 20-minutes microteaching lesson on sustainable development. Six groups of pre-service teachers’ conversations were video recorded, transcribed, and analyzed through practical epistemology analysis and deliberative educational questions, with the aim of extracting empirically based components of a model for teaching about planning. Our results confirm that the pre-service teachers’ planning did not constitute a linear process. However, it still had certain regularities. In particular, all components of the planning model reappeared frequently, but were successively dealt with in new ways. Moreover, the pre-service teachers dealt with aspects of planning beyond those of the original model. These aspects concerned questions about (1) planning rules, (2) inauthenticity and (3) sources. We interpreted these aspects as additional components which, together with the original planning model, may constitute the beginnings of a general model for how to teach about planning in science teacher education.

Nature of Science (NOS) Being Acquainted with Science of Science (SoS): Providing a Panoramic Picture of Sciences to Embody NOS for Pre-Service Teachers

Understanding about nature of science is important topic in science education as well as in pre-service science teacher education. In science education, Nature of Science (NOS), in its different forms of educational scaffoldings, seeks to provide with students an understanding of features of scientific knowledge and science in general, how scientific knowledge changes and becomes accepted, and what factors guide scientific activities. For a science teacher, deep and broad enough picture of sciences is therefore of importance. This study attempts to show that the research field called Science of Science (SoS) can significantly support building such a panoramic picture of sciences, and through that, significantly support NOS. The SoS approaches the structure and dynamics of science quantitatively, using scientific documents (e.g., publications, reports, books and monographs and patent applications) as trails to map the landscape of sciences. It is argued here that SoS may provide material and interesting cases for NOS, and in so doing enrich NOS in a similarly significant way as history, philosophy and sociology of science (HPSS) scholarship has done thus far. This study introduces several themes based on SoS that are of relevance for NOS as they were introduced and discussed in a pre-service science teachers’ course. The feedback from pre-service teachers shows that introducing SoS, with minimal additional philosophical interpretations and discussions, but simply as evidential facts and findings, sparks ideas and views that come very close to NOS themes and topics. Discussions related to nature of science, and specific educational NOS scaffoldings for it, can find a good companion in SoS; the latter providing facts and evidence of thee structure and dynamics of sciences, the former providing perspectives for interpretations.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education, but their micro-mastery was insufficient. The Canadian participants had a better understanding of the NOS than their Chinese counterparts. The study suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

Field Study Program Focusing on Experiences and Reflection: Perspectives on Students’ Geological Observations in a Pre-service Science Teacher Education Course

Field Study Program Focusing on Experiences and Reflection: Perspectives on Students’ Geological Observations in a Pre-service Science Teacher Education Course