Secondary Science Teacher Preparation Research Articles

Developing Preservice Teachers’ Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction

Despite its positive impact on students’ understanding of the nature of science and science content knowledge, few secondary science teachers incorporate the history of science into their instruction. This article describes the effects of an online history of science course on preservice teachers’ perceptions of and content and pedagogical knowledge for history of science–integrated science instruction. Eleven secondary preservice science teachers participated in a semester-long history of science course focused on developing their conceptual understanding of and pedagogical knowledge for incorporating history of science into their science instruction. Data were collected from preservice teachers’ discussions, reflections, assignments, and surveys. Results indicate that participation in the online history of science course led to preservice teachers’ understanding of history of science content and pedagogy and to positive perceptions about history of science–integrated science instruction. Preservice teachers also demonstrated skills for developing history of science instructional materials using recurrent, storyline, and argumentation approaches. Implications of the findings for secondary science teacher preparation are discussed.

Scientific practices in teacher education: the interplay of sense, sensors, and emotions

ABSTRACT Background: In response to reform recommendations calling for students’ engagement in scientific practices and the lack of the enactment of such practices in science classrooms, we explored the implementation of scientific practices with special emphasis on model-based inquiry in a secondary science teacher preparation program. Sample: The participants of this study were 26 preservice secondary teachers who engaged in a specially designed sequence that emphasized scientific practices. Purpose: Our aim in this study was to examine the impact of this specially-designed sequence on the participants’ views about the usefulness of scientific practices as a pedagogical approach, their intentions in implementing scientific practices as future teachers, and the nature of the emotions they experienced throughout their engagement in the sequence. Design and methods: Data were collected through a questionnaire, which the participants completed following their participation in the sequence. Results: The statistical analysis of the data showed that the majority of the participants: (a) perceived that they developed adequate understandings about scientific practices; (b) stated that they would implement scientific practices in their future teaching practices; and, (c) experienced positive emotions throughout their engagement in the sequence. Conclusion: These findings are discussed alongside implications for teacher preparation and future research in the area of scientific practices and emotions.

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

AbstractThis proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students. We observed the teaching of SMIs and preservice teachers (PSTs) with observation rubrics to gauge the fidelity to which they implemented practices. Across programs, SMIs provided opportunities for PSTs to experience the instructional practices as intended, although there was less opportunity for pedagogical development around them. The strongest evidence of PST fidelity to the intervention was found for two practices: “Increasing student interaction” and “Facilitating student talk.” Considerable variation was found across the programs for other practices including some evidence of negative effects. We discuss results in terms of promises for preparing novice secondary science teachers, as well as future directions to overcome challenges that researchers, SMIs, and novice teachers are likely to face when preparing novice science teachers.

Exploring Secondary Science Teacher Preparation Program and Suggesting its Development Direction: A Case of USA and Korea

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose of this study was to explore science preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching. When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions, we provided suggestions for science teacher educators.

Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs

The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science-focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first-year secondary science teachers who graduated the previous year from one of four different teacher-preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science-focused induction program. Teachers from a preservice program with an extended student-teaching experience and two science methods courses held beliefs aligned with student-centered practices and implemented more reform-based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006

Examining pedagogical content knowledge: the construct and its implications for science education

Acknowledgments. Foreword L. Shulman. Section I: Introduction. 1. Pedagogical Content Knowledge: An Introduction and Orientation J. Gess-Newsome. Section II: The Literature. 2. The Complex Nature and Sources of Teachers' Pedagogical Knowledge G. Morine-Dershimer, T. Kent. 3. Secondary Teachers' Knowledge and Beliefs about Subject Matter and their Impact on Instruction J. Gess-Newsome. 4. Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching S. Magnusson, et al. 5. Domains of Teacher Knowledge W.S. Carlsen. Section III: Emerging Lines of Research in Science Teacher Education. 6. Assessment and Measurement of Pedagogical Content Knowledge J.A. Baxter, N.G. Lederman. 7. Changing our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science D.C. Smith. 8. Reconceptualizing Secondary Science Teacher Education N.G. Lederman, J. Gess-Newsome. 9. Pedagogical Content Knowledge and Co-Participation in Science Classrooms K. Tobin, C. McRobbie. Section IV: Impacts of PCK on the Development of Science Teacher Education Programs. 10. Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge C. Zembal, et al. 11. Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation M.L. Niess, J.M. Scholz. 12. The TRIAD Approach: A Consensus for Science Teaching and Learning C.L. Mason. Notes on Contributors. First Author Index. Subject Index.

Microcomputers and the Preparation of Secondary Science Teachers: An Eight Year Follow‐Up

Science teacher educators from 205 colleges/universities completed a questionnaire concerning the nature and extent of microcomputer offerings in their secondary science teacher preparation programs. These data are reported and compared to a similar sample surveyed in 1984. Seventy‐seven percent of reporting institutions now require either a microcomputer course or completion of a microcomputer competency within their secondary science certification program. The most common applications in these courses are simulations, word processing, databases, and spreadsheet use. Chi‐square analysis revealed that more institutions in 1992 were requiring a microcomputer course than in 1984. However, only 23.4% of the institutions offered a microcomputer course designed solely for secondary science majors, and 10.6% of the institutions offered such a course taught by a science teacher educator. Preservice science teachers were also more likely in 1992 than in 1984 to be using microcomputers in instruction during supervised field experiences in secondary schools. Finally, college/university science teacher educators perceived that microcomputer use in secondary science classrooms has increased during the past five years.

Elements of improvement in secondary science teacher preparation

There are strong indications that the courses developed under the Teacher Preparation Project at Utah State University are providing new dimensions to the education of prospective science teachers and liberal art students who select a science emphasis at the undergraduate level. To date, the courses have institutional support in both staffing and funding that should keep them in place in the coming years. Clearly, the project made adjustments along the way, learning from early mistakes, and building team rapport and commitment required to bring about the completion of the project.

Exemplary Programs in Secondary School Biology

William F. McComas John E. Penick William F. McComas teaches biology, life science and physical science in the Norristown Area School District, Norristown, PA 19403. He has a B.S. in biology and B.S.Ed. in secondary education from Lock Haven State University and M.A. degrees in biology and physical science from West Chester State University. McComas is on sabbatical leave at the University of Iowa where he is pursuing a Ph.D. in science education. He is combining teaching responsibilities in science methods with research interests in the development of assessment techniques to evaluate student achievement in multiple domains of science education. He was recently chosen Outstanding Science Teacher of the Year by the Montgomery County (PA) Science Teachers Association. John E. Penick is a professor of science education and director of secondary science teacher preparation at the University of Iowa, Iowa City, IA 52242. He received B.S. and M.A. degrees from the University of Miami and, after teaching biology and chemistry at Miami Jackson High School, earned a Ph.D. at Florida State University. Penick has two Ohaus Awards from NSTA for innovative teaching of biology and physics. The 1989 president of NABT, he is the author of more than 160 publications and continues active research in creativity and teacher education.

A Cooperative University/School Model For Secondary Science Teacher Preparation (SSTPP)*

A Cooperative University/School Model For Secondary Science Teacher Preparation (SSTPP)*