Science Methods Course Research Articles

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students’ achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs’ conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs’ responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs’ conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

ABSTRACTIn this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading.

Whiteness as Property in Science Teacher Education

Background/ContextThe disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching.PurposeThe purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools.Setting/Research DesignThe context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC.Conclusions/RecommendationsIn order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.

CHANGES IN PRESERVICE ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFFICACY BELIEFS

The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs. Article visualizations:

Enhancing future K-8 teachers’ computational thinking skills through modeling and simulations

It is now required for teachers to incorporate computational thinking (CT) into their science classes. Our research modifies the existing structure of a science methods course for preservice teachers to include CT via modeling and simulations. In the first study, preservice teachers were introduced to the basics of coding through an Hour of Code tutorial, followed by an exercise where they programmed an animated model of the solar system using Scratch. In the second study, we created a web-based simulation to visualize Newton’s second law of motion (F = ma) with a dynamic graph feature. The simulation is a race between two cars with interactive settings that the user can change, such as changing the mass and force of each car. Results from both studies reveal that after completing the exercises, preservice teachers learned the material effectively, felt that CT exercises would be beneficial in K-8 education, and plan to incorporate CT into their future classrooms.

The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool

Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due in part to a lack of tools for use in this kind of research.Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI.

Caring Enough to Teach Science

The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student “quick-writes,” interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

Using the Practice of Modeling to Support Preservice Teachers’ Reflection on the Process of Teaching and Learning

ABSTRACTWe studied how the practices of modeling supported preservice teachers (PSTs) as a reflection tool for knowledge integration in their science methods courses. In this exploratory study, elementary (n = 4) and middle/secondary (n = 7) PSTs drew models of the process of teaching and learning, including what occurred before, during, and after teaching. Data sources included initial and final models, explanations of initial and final models, and pre- and postinterviews. We used the knowledge integration framework to explore how the PSTs’ models of the process of teaching and learning changed over time and how the PSTs perceived the value of modeling the process of teaching and learning. Results indicated that developing models supported the elementary PSTs in integrating lesson planning into their conceptions of teaching, as the planning process was previously an invisible component of teaching. Among the middle/secondary PSTs, we found that modeling supported them in integrating previously disconnected ideas into purposely linked ideas about teaching and learning as well as linking their own reflections about their teaching practice to classroom-based evidence. Finally, across the elementary and middle/secondary PSTs, we found that in drawing final models and comparing them to their initial models, they were able to identify weaknesses in their initial models and saw their individual growth in teacher knowledge during the semester. Overall, the PSTs valued the modeling activity and saw their models as a reflection tool that helped them make sense of their methods coursework. Implications for teacher educators are given.

Developing Preservice Secondary Science Teachers’ Pedagogical Content Knowledge Through Subject Area Methods Courses: A Content Analysis

ABSTRACTAs teachers are being viewed as critical agents of educational change, conceptions and approaches of how to prepare teachers are changing. Among these changing conceptions of teacher preparation, the kinds of knowledge prospective teachers need to develop so as to be effective at teaching are often at the center of the debates. Pedagogical content knowledge (PCK) is considered a crucial part of the knowledge base for teaching and was anticipated to have the greatest impact on teachers’ classroom actions. The purpose of this study was to investigate the extent to which science methods courses help prospective teachers to develop PCK. A content analysis method was used. Course modules and assessment tools were the sources of data for this study. The objectives and the subtitles of the sections of modules and items of course assignments and final exams were analyzed. The observations were coded against the 3 knowledge bases of teaching. The observations that were coded as PCK were further coded in terms of the 5 components of PCK along with important descriptors that were later used for analysis. The results of this study showed that the courses did not adequately foster preservice teachers’ PCK. Despite an awareness of the purposes of the courses that was evident in the formulation of objectives and the preliminary notes in the introductory parts of the course modules, the elements of the courses as a whole were very far from helping preservice teachers develop PCK for teaching secondary school science subjects. Moreover, of those elements of the courses that were identified as fostering PCK, the knowledge of instructional strategies component was given due emphasis and the knowledge of assessment in science component was seldom addressed. The findings imply a need to rethink ways of preparing curriculum materials in light of PCK and also rethink the pathways of becoming a teacher educator.

Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding.

Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections $$ \left(p<0.01,\kern0.5em {\eta}_p^2=0.384;\kern0.5em p<0.001,\kern0.5em {\eta}_p^2=0.517;\kern0.0em p<0.001,\kern0.0em {\eta}_p^2=0.214\right) $$ . Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.

Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking teacher candidates to simply share (present) their inquiry-based lesson plans with peers, we requested teacher candidates to develop, teach, and collaboratively reflect upon their lessons. This paper reports our findings from a recently finished study that investigated teacher candidates‟ learning from and perspectives about MLS. Data were collected through teacher candidates‟ lesson plans, teaching performances, and reflective reports. The study concluded that MLS provided teacher candidates valuable practical opportunity and their learning through such collaborative action was significant. Participating teacher candidates highly valued MLS approach even though a few of them raised some concerns about it.

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261–284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

“It’s 1000 Degrees in Here When I Teach”: Providing Preservice Teachers With an Extended Opportunity to Approximate Ambitious Instruction

Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to “try out” ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call “macroteaching” in a secondary science methods course. Framed as a design experiment, we codeveloped macroteaching with the PSTs during methods class, examining how we all learned about AST given the extended learning opportunity. The results of this study, including that PSTs are not afraid of the uncertainty about what students might say and do, suggest that extended rehearsals of AST provide PSTs and the course instructors with opportunities to advance their teaching and vision of the profession in a methods class.

Distinguishing Science from Non-Science: Preservice Elementary Teachers’ Perspectives on Evolution, Creationism, and Intelligent Design

&lt;p style="text-align: justify;"&gt;Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their views of science to justify including or excluding alternative explanations to evolution in the science curriculum. This investigation included 76 PSTs who were enrolled in an elementary science methods course. Data came from an activity designed by the authors entitled “Science in the Public Schools – School Board Scenario.” The scenario proposed that the local school board was considering a motion to alter the science curriculum by introducing creationism and intelligent design (ID) to the unit on biological evolution and the PSTs had to offer their informed recommendations. The two researchers independently read and coded the data using an inductive, constant comparative approach. Findings revealed that 32 would not add creationism or ID, 26 would add both, 9 would add creationism, 6 would add ID, and 3 would only mention them. PSTs came up with diverse explanations for their decision on if to include alternative explanations when teaching evolution. Common rationales emerged within each group and are further explored.&lt;/p&gt;

Changes in Conceptions and Teaching Efficacy for Scientific Creativity in Preservice Teachers through a Elementary Science Methods Course

Changes in Conceptions and Teaching Efficacy for Scientific Creativity in Preservice Teachers through a Elementary Science Methods Course

Challenges pre-service teachers face when implementing a 5E inquiry model of instruction

This study examined the challenges that pre-service teachers faced when implementing inquiry and their perspective on how to overcome them. The data sample was 55 pre-service teachers (PSTs) enrolled into two sections of a science methods course in a private university in North Texas. The data sources consisted of inquiry-based lesson plans, PST interviews, peer teaching observational notes, and field notes to investigate those challenges. The data were coded through designed rubrics for lesson plans and peer teaching sessions and were analyzed using the constant comparative method. The results of this study showed that PSTs faced several challenges regarding the science content and the teaching method. The PST face main challenges with the explain and the elaborate phases of the 5E. They also faced challenges difficulties with managing the time to teach the 5E model, and mapping the lessons to the different parts of the 5E model. The results also showed several solutions such as having solid science content through engaging in different experiences, and having more practice with the 5E lesson planning. We discuss the implications of this study for teacher education programs.

Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use

ABSTRACTThis study explores the potential of a set of Tools for Teacher Noticing in helping novice teachers learn to notice and reason about features of ambitious science teaching. A total of 53 novice teachers in an elementary science methods course were taught to use 4 tools to enact and reflect on reform-oriented science teaching. In 159 written reflections on 3 teaching rehearsals novices identified and justified areas for improvement. Findings indicated that 81% of novices noticed areas for improvement in their attempts at ambitious practice related to 2 important features of instruction: student science content learning and use of scientific practices; novices also cited concerns related to the goals of integrated science instruction. A total of 19% of novices focused on general pedagogy moves. In this category, novices attended to aspects of instruction such as reviewing safety rules and managing student interest and attention. These findings suggest that the tool-supported rehearsals may provide novice teachers with opportunities to notice, analyze, and improve important aspects of their instruction in the methods course setting.

예비 생물교사의 과학 탐구 교수 학습의 효과성 탐색 - 과학 탐구 교수 효능감을 중심으로 -

This study examined the preservice biology teachers` changes of self-efficacy on the teaching of science as inquiry, science inquiry-based teaching planning and practices, and their reflection through science methods courses during two consecutive semesters. The instructional intervention followed the four stages of the intellectualization, operationalization, actualization, and internalization for two consecutive semesters. During the first semester through science teaching methods course I, the preservice science teachers experienced the intellectualization stage by learning about scientific inquiry, as well as the operationalization stage by having a chance of creating inquiry lesson plans. Then the next semester through science teaching methods course II, a group of three to four preservice teachers implemented an inquiry lesson through the simulated teaching within the secondary biology textbook as the actualization stage. Finally, the preservice teachers reflected on their implementation of inquiry teaching as the internalization stage. These preservice biology teachers improved inquiry-based science teaching efficacy and expanded ideas of inquiry-based science teaching within secondary biology context. Teacher preparation program needs to provide opportunities of learning inquiry as students by experiencing of a method of investigation and teaching inquiry as teachers by planning and implementing inquiry-based instruction in order to support inquiry-based science teaching in the classroom.

Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership

Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve.