Professional Development In Science Research Articles

Assessing the impact of online training platforms on continuing education in science and technology fields

The influence of online training platforms on continuing education in the fields of science and technology in Indonesia. The rapid evolution of the digital landscape and the increasing demand for up-to-date skills in these sectors serve as the backdrop for this study. The primary objective is to evaluate how these online platforms facilitate skill development and knowledge acquisition among professionals in Indonesia, focusing on accessibility, content relevance, and the effectiveness of online learning methodologies. Utilizing a qualitative research approach, the study employs in-depth interviews, focus group discussions, and content analysis of various online training platforms. This method enables a comprehensive understanding of the user experience and the platforms' educational impact. The findings reveal a significant positive impact, highlighting that these platforms offer flexible, diverse, and up-to-date learning opportunities. They are particularly beneficial for professionals seeking to enhance their expertise amidst busy schedules and geographical constraints. The study also identifies areas for improvement, such as the need for more localized content and enhanced interactive features. Overall, the research underscores the vital role of online training platforms in supporting continuing education and professional development in science and technology sectors within Indonesia.

The PSECEC study: Protocol for a randomized controlled study of professional development in science for early childhood education and care staff

Science in Early childhood has received increasing attention in recent years. Early childhood education and care staff have crucial roles in the development of science practices as they can: provide learning environments in which children have an extensive range of opportunities to observe, explore, and discover the nature of materials and objects; assist children to become aware of their intellectual power; observe children, listen to their conversations, and challenge their questions while they engage in scientific exploration. This study aims to examine the effects of a professional development program (PSECEC) offered to early childhood education and care staff with regards to improve staff self-efficacy for science approaches, engagement with science, and attitudes toward science to enhance their possibilities to provide all children in municipality day nursery and/or kindergarten centres enhanced educative and playful experiences with science. The study is a prospective, sequential, 1:1 cluster randomized controlled wait-list trial where we will randomize 122 day nursery and/or kindergarten centres employing a total of 1456 early childhood education and care staff to either PSECEC intervention or education and care as usual (wait-list). The PSECEC intervention consists of online learning session, workshops and supportive visits organised in a nine-month long professional development program. PSECEC is provided first to the intervention group and then to the control group. The participants are assessed at baseline, midway and at the end of the intervention. The primary outcome is science self-efficacy measured by the Self-Efficacy for Science Approach (SESA) scale. Secondary outcomes include attitudes toward science, engagement with science in the work context subscale, and science approach behaviours. The trial is expected to contribute knowledge about the effect of professional development in science for early childhood education and care staff with regard to staff science self-efficacy, attitudes toward science and engagement with science in the work context.Trial registration: The study was registered on September 29, 2022, at Clinicaltrials.gov registration number STB Trial 9012102.

Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering

ABSTRACT In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers’ perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language integrated approach is needed to develop BDL professional development models attuned to specific locations, program models, and grade levels. Implications for our findings transferred to academic practices for BDL teachers are included.

Multimedia Analysis of Spanish Female Role Models in Science, Technology, Engineering and Mathematics

Horizontal segregation in the higher education framework is a problem that goes up in the work environment. Women are assuming traditional gender roles due to phenomena such as the threat of stereotyping, which prevents them from opting for higher studies in science, technology, engineering and mathematics (STEM). This research work arises within the project W-STEM, “Building the Future of Latin America: Involving Women in STEM”. The research aims to investigate women’s academic and professional development in science, technology, engineering and mathematics (STEM) through their personal experience in making career-related decisions. The research was developed by applying a qualitative method. During the year 2020, video semi-structured interviews were conducted with twenty-one women professionals in the STEM field. Of the twenty-one participants, six are linked to science, eight to technology, fifteen to engineering and one to mathematics. Due to their research lines, some of them are located in more than one STEM area, for example, in technology and engineering. These women were interviewed about their choice of studies and training, their jobs, professional achievements, family and social environment and their perspective on the gender gap in STEM. They all agree on horizontal segregation and consider it necessary to motivate girls and young women to study what they like. Furthermore, they all show passion for their work.

Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach

Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach

Teachers’ Expectations and Perceptions of the Relevance of Professional Development MOOCs

Online professional-development courses such as massive open online courses (MOOCs) could bring relevant content to a wider base of teachers who might not otherwise have access to professional development. However, research on the relevance of such online courses is scarce. The main aim of this study is to investigate the relevance (individual, societal, and vocational) of MOOCs (mostly participatory cMOOCs) from the viewpoint of teachers now and in the future. We examined teachers’ expectations and perceptions of 10 courses before (N = 364) and after (N = 177) the courses, using an online questionnaire developed on the basis of relevance theory. According to the results, the studied teachers had positive expectations for the courses in terms of their usefulness for their prospective teaching (especially vocational relevance). Teachers’ expectations related to the usefulness of the course for the future (individual and vocational relevance) were most strongly met. Effort put into the course was connected to, for example, how the course improved the teachers’ interest. The results of this study indicate that MOOCs can serve as relevant courses for teachers’ professional development in science, mathematics, and technology education.

Early science education in preschools – the contribution of professional development and professional exchange in team meetings

ABSTRACTScience is an important domain in early childhood education. Though, initial results indicate that preschool teachers rarely offer science activities. Against this background professional development aims to encourage preschool teachers to provide science activities more frequently. In Germany, professional development is often offered as short-term courses. It is not clear whether the participation in these courses results in an increase of the frequency of science activities and which role the work environment plays for the frequency of science activities provided by preschool teachers. Therefore the present study investigated how a supportive work environment, assessed by the indicator professional exchange on early science education between preschool teachers, is related to their amount of professional development and the frequency of their science activities for preschool children. A questionnaire was completed by 301 preschool teachers. The results revealed a positive relation between the amount of professional development in science and the frequency of science activities. Further findings indicate that this relation is mediated by the frequency of professional exchange about science content. In addition, we found that preschool teachers without any professional development provided science activities more frequently, when science content was discussed in team meetings. Implications for practice are discussed.

Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science

ABSTRACT Regular science practices in preschool are crucial for children’s learning in science. Yet, preschool teachers may only offer science learning opportunities if they are and feel sufficiently qualified to teach early science. The present study investigates the relation between teachers’ qualifications, their self-efficacy beliefs in science and the frequency of teachers’ science practices based on 348 German preschool teachers. Regression results showed that teachers’ practices were associated with their science-specific educational training and their participation in professional development in science, but not with their general educational degree. Furthermore, results from structural equation modelling revealed that the relation between professional development and teachers’ science practices was mediated by their self-efficacy beliefs in science. These results underline the relevance of teachers’ science-specific qualifications as well as teachers’ self-efficacy beliefs for their science practices.

Developing Professionalism in Research through Journals Clubs

Professional development in science begins with knowing how to communicate science effectively. Journal clubs are a great tool in supporting student's exposure to science and the way it is communicated to others. Breaking down articles helps improve a person's ability to critically appraise research while at the same time unveiling the vast world of scientific research. The California State University, Northridge (CSUN) ASBMB Student Chapter was established in 2017 to promote professionalism in biochemistry and molecular biology research. This chapter is based on specialized formal education activities, such as student‐led journal clubs to give participants the opportunity to develop essential skills and knowledge needed for a successful life as a future scientist. The structure for our journal clubs is very interactive: all participants must come to the meeting having read the paper, and a discussion leader is assigned beforehand to facilitate conversation. The leader primes the students with introductory knowledge on the subject and all students are assigned tasks while the leader asks the participants to answer specific questions on the concepts, figures, and discussion. Participants are free to ask questions and aid in the discussion throughout the meeting. Distinguished professors and researchers are also invited to give insight and an experienced perspective. The primary focus of the discussion is not to reiterate data, but instead understand experimental strategy and rationale. Journal clubs are hosted eight times a semester, and all members must be actively participating to maintain membership in the chapter. This method serves to ensure that all members improve their professional knowledge, competence, skill, and effectiveness in research. The club saw much success with this approach during our first semester, with nearly all 19 members saying that they saw much progress in their critical thinking and ability to communicate science. This experience is a gateway for many, if not all of the students who have never experienced this level of scientific engagement and discourse. Our mission is to help break the barriers of fear and self‐doubt that comes with delving into science, one journal article at a time.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Findings and implications of the relationship of pre-service educators, their university tutor and in-service teachers regarding professional development in science in the primary school system

ABSTRACTThis paper explores the professional needs of pre-service teachers, their university tutor and in-service teachers in terms of their subject and pedagogical content knowledge. It does so through an examination of these professionals’ participation in the learning experiences of children. The context for this participation is the children’s engagement with activity in a local children’s university in the UK. The study adopts a grounded theory methodology incorporating analysis of the open coding of unstructured interview transcripts. The study provides insight into practitioners’ preferred modes of learning with consideration of the effectiveness of formal and non-formal contexts. There is evidence that adoption of a non-formal approach to teacher education can be beneficial if pre-service teachers can learn in the presence of practising teachers and the university tutor. The teachers learn from the practice modelled by the university tutor. The tutor benefits from developing their practice and effecting moderation of the school–university partnership.

The Science of Professional Development

If you offer professional development in science, will teachers come? More importantly, will it matter if they do?

Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views

This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform.

Can teachers learn through enquiry on‐line? Studying professional development in science delivered on‐line and on‐campus

The paper reports findings from research into the extent to which an on‐line course, Try Science, achieved its objectives compared with a face‐to‐face course with the same content and objectives. Try Science has the dual aims of developing participants' understanding of science content and of teaching science through enquiry. Whilst the research involved collection of information about the learning processes and products of the 15 teachers studying on‐line and the 18 studying on‐campus, this paper focuses on the experience of the course participants and course leaders. A summary of other findings is provided. On‐line postings were summarised using categories relating to the course objectives and compared with data from observing and video‐recording the on‐campus course sessions. In both courses teachers were regularly using science enquiry skills during their science investigations. On‐line participants reflected on their learning and on the process of enquiry to a greater extent than the on‐campus participants.

Six Leadership Models for Professional Development in Science and Mathematics

(1999). Six Leadership Models for Professional Development in Science and Mathematics. Journal of Science Teacher Education: Vol. 10, No. 4, pp. 247-268.

Meeting the Needs of Diverse Student Populations: Comprehensive Professional Development in Science, Math, and Technology for Teachers of Students With Disabilities

Professional development for teachers has become a key component for reform in teaching, learning, and curriculum change. This report describes a model of professional development designed to improve the skills and knowledge of teams of special education and regular education teachers in science, mathematics, and technology instruction. The comprehensive model included summer and academic year content and methodology‐focused workshops and summer “practician” experiences. It was designed to link those factors impacting teacher practices and interventions with teachers' beliefs in instruction. The training component for teachers included opportunities for collaborative teaching, upgrading knowledge of math and science subject matter, and identifying, integrating, and practicing alternative approaches for teaching science and math that address the needs of special education students, with a focus on techniques for adapting instruction to specific disabilities. The program led to development of coping skills and persistence in the teaching of science and math for all students. As a result, strong efficacy expectations have been developed through repeated experiences of success with children in a classroom environment. Remaining issues still to be addressed include classroom management, teaching in a heterogeneous classroom, and further improvement of content expertise of teachers.

Teacher professional development as situated sense-making: A case study in science education

This article presents a case study that explores the ways in which a beginning elementary classroom teacher gained a foothold in the complex terrain of teaching science. The analysis examines the teacher's experiences learning science in an educational research project and her work in the classroom to bring her students' ideas into contact with accepted scientific ideas and practices. The educational research project explored an approach to professional development that engaged teachers in learning and viewing science as a socially and historically constituted sense-making practice and in viewing and practicing science teaching itself as a form of sense-making. The analysis suggests that engaging in these dual strands of activity directly shapes teachers' understanding of scientific ideas and practices and their view of how knowledge is constructed in science. It further provides them with a foundation for making informed decisions about teaching science and for exploring the teaching dilemmas that arise spontaneously as opportunities for learning. Implications for professional development in science are addressed. © 1998 John Wiley & Sons, Inc. Sci Ed 82:649–677, 1998.

Perspectives on science in school: Agriculturalists and elementary teachers in dialogue

Many elementary teachers do not know or interact with individuals whose occupations rest on knowledge of the concepts of science. Community partnerships between the education, industrial and business sectors are being advocated and supported as strategies for dealing with the decontextualisation of science in classrooms. This paper describes a project in which a series of discussions was held between a small group of agriculturalists and a small group of elementary teachers. The intent of the discussions was to provide an opportunity for the participants to examine the ways in which science is developed and used in an occupational context integral to the community. Data derived from the transcripts of dialogue between the agriculturalists and teachers and from transcripts of interviews with each participant are interpreted to characterise the participants' images of science and their perspectives on science in school. The potential for this nontraditional form of professional development is discussed in light of these perspectives and the nature of the dialogue. In this paper, we describe a project which adopted a nontraditional approach to professional development in science for elementary teachers. The intent is to examine the conditions which facilitate collaborative development of science literacy through discussions between a group of teachers and representatives of the agricultural sector of the community. We examine the views of science and school science expressed by participants and consider the potential contribution of the dialogue between the teachers and agriculturalists to developing a view of science as human activity in everyday situations and occupations.