Science Professional Development Research Articles

Designing Lesson Plans with New Content Knowledge: The Intersection of Content Knowledge and Pedagogical Content Knowledge

ABSTRACT Although teachers’ instruction has been extensively studied, there is a dearth of research investigating how teachers design lessons and integrate new information into their existing lessons. This study utilized a case study approach to examine how teachers engaged in a nanoscale science professional development experience integrated new science content into their lesson plans. Five experienced science teachers were tracked as they conducted science research and developed new lessons that integrated their research into their science instruction. The findings showed that these teachers had to cross borders between science and education to design lessons, and three priorities framed their lesson planning processes: understandability, engaging students, and relevant real-world applications. For teachers whose students were assessed with end-of-grade high-takes testing, fitting the new information into the tested material was essential. The study provides insight into this border-crossing process and has implications for the design of programs that implement research experiences for teachers.

Moving Beyond Practical Wisdom: Teacher Research in Secondary Education

Teaching in secondary education is mostly grounded in the practical wisdom of teachers. In general, teachers have limited knowledge of, access to, and interest in insights from scholarly work. Teacher research might be a way to move beyond practical wisdom as the only basis for good teaching. This study aimed to explore whether teacher research can encourage teachers’ learning process as professionals, improve teaching practices, and generate knowledge about these practices. Participants were 44 experienced secondary school teachers in the Netherlands following a 2-year Master of Science professional development program on teaching and learning. Data was gathered using questionnaires, learner reports, a group interview, and participants’ master theses. Data analyses showed that the teachers report significant changes in the way they teach and think about teaching: on the one hand, they reported being more focused on what they want to change in their teaching, but on the other hand, they mentioned that they take different perspectives when they are confronted with problems in teaching. In addition, they mentioned challenges that are common for starting researchers such as how to formulate a researchable question, how to select relevant literature, how to deal with peer review, and how to perform situated generalization. We discuss what kind of educational research is valuable for teachers as learning professionals in secondary schools.

Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

BackgroundStudying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers.ResultsEarly career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers.ConclusionsWe synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.

Science Teachers’ Initial Use of NGSS Science Practices in Diverse Classrooms

ABSTRACT In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS-the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we analyzed 801 weeks of lessons taught by 56 secondary science teachers and found patterns in SP use. Selected high-quality science lessons were then spotlighted, providing examples of the quantitative findings, showcasing teachers use of SPs and inquiry-based teaching strategies. Through our analysis, we found that physical science subjects and participants from the Master of Arts in Science Teaching program demonstrated a higher average use of SPs compared to their life science and undergraduate program counterparts. When analyzing the use of specific SPs, we found that analyzing and interpreting data (SP4) and mathematical and computational thinking (SP5) emerged as noteworthy. This study’s findings carry implications for science teacher education and professional development programs, urging efforts to augment both the quantity of rigor of SP use in the secondary science classroom. Our research contributes insights that can inform strategies for the enhancement of science education alignment with the objectives set forth by NGSS

40 Two-week agriculture institute prepares Mississippi teachers to improve agricultural literacy in classrooms

Abstract Agriculturally rich communities in Mississippi, particularly those with high minority populations, suffer from significant educational disparities, resulting in a median poverty rate 7.8% higher than the national average. Persistent unequal opportunities within the public school system, and a limitation of youth having access to advanced coursework and technology create challenges in improving the welfare of Mississippi communities. Despite being grossly underpaid, teachers in Mississippi remain passionate about agriculture education, often utilizing their personal finances to provide students with opportunities to succeed. Thus, an immersive learning agriculture science professional development program was created for 5th-12th grade classroom teachers. The objective was to improve the quality of education for students by advancing the ability of teachers to foster understanding and practices in agriculture literacy. Teachers (n = 20; cohort 1, n = 12; cohort 2, n = 8) participated in a 2-wk summer institute. Teachers received continuing education credits for their teaching license, a stipend to alleviate associated costs, and supplies for their classroom. The teachers learned agriculture content (e.g., animal, plant, and soil sciences), engaged in hands-on learning labs (e.g., anatomy and immunology), participated in field excursions (e.g., animal handling), received literary instruction, and discussed teacher leadership. To determine if program outcomes were achieved, participants completed surveys (n = 3), interviews (n = 3), and submitted lesson plans (n = 2). Post-institute survey results of participating teachers indicated they were eager to implement their new knowledge in their classrooms, including but not limited to fetal pig dissections, reproductive tract anatomy, blue’s the clue, DNA extraction, carousel activity, mind mapping, and glow germ activity. Statistical analysis using one-way ANOVA was performed on pre- and post-survey knowledge assessment across both cohorts. Regarding agriculture content, self-assessment knowledge scores of both cohorts increased significantly (P ≤ 0.0001) during the post-survey. Both cohort 1 and 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Explain general livestock reproduction and reproductive management practices”; “Explain how a cow's immune system is similar to humans” and, “Explain why farmers work diligently to prevent disease”. In addition, cohort 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Accurately label the anatomical organs of a fetal pig”; “Correctly explain the basic function of fetal pig organs” and, “Explain pregnancy detection in animal science.” This professional development program successfully reached Mississippi teachers, equipping them with tools to increase agriculture literacy. The potential impact of this program extends to encourage more youth to pursue careers in agriculture, foster a more informed consumer base, and mitigate poverty rates within the state. Funding provided by USDA-NIFA-AFRI Education and Workforce Development proposal number 2021-67037-34210/1025666.

The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

This research aimed to investigate the perceptions and experiences of in-service teachers participating in a professional development (PD) program focused on computer science (CS). The main research question explored the teachers’ perceptions of their experience in the CSPD program, while sub-research questions examined the challenges encountered and the program’s impact on their capacities to teach CS in elementary schools. The study adopted an interpretivist paradigm and employed a qualitative research approach to understand the subjective meanings and hidden factors underlying teachers’ experiences. Data collection involved observations, reflection essays, and a semi-structured focus group interview. The data analysis was guided by the community of practice elements. The findings revealed prerequisite challenges faced by the teachers, such as the need to develop self-directed learning and research skills. Additionally, the PD program was found to enhance teachers’ knowledge, skills, and confidence in teaching CS. It also fostered changes in their beliefs and self-efficacy. Challenges in the pre-implementation and implementation stages were also revealed, including conflicting perspectives, limited supervisor support, and passive learning and teaching. These findings provide valuable insights that can contribute to the design of effective PD initiatives in CS education and promote sustainable education practices.

Why does teacher learning vary in professional development? Accounting for organisational conditions

ABSTRACT Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project. We expected to find that, in addition to personal characteristics, teacher change would be differentiated by the type and number of constraints within the organisational environment. Instead, we found that teacher change was differentiated by teachers’ ability to draw on areas of alignment and iterative learning as resources to resist anti-science and teacher-centred aspects of the organisational environment. These resources were generated through coherence between the PD, teacher pedagogical beliefs, and existing instructional routines, as well as observing student learning while trying out PD strategies.

Grow to learn: a metacognitive approach to early childhood teachers’ science professional development

ABSTRACT Background Science is an overlooked subject domain in early childhood education in the U.S. particularly in rural areas. The current state of early science education could be a result of insufficient teacher training and professional development (PD). Thus, we created an experimental PD program based on research about metacognition – Grow to Learn (GTL). GTL promotes preschool and kindergarten teachers’ and children’s holistic understanding of plant science concepts and the scientific discovery process through an immersive, hands-on sweet pea growing project. Purpose This study aims to determine the effect of GTL. Specifically, we examined the effect of GTL on preschool and kindergarten teachers’ science teaching efficacy and metacognitive awareness, and children’s cognitive skills and learning motivation. Design and method A mixed methods quasi-experimental design was used to determine the effect of GTL. Quantitative and qualitative data were collected before and after the PD program implementation using validated measurements. Sample A total of 11 preschool and kindergarten teachers and 76 children (Mage = 4.13 years) predominately from rural areas in North Idaho, U.S. completed the study. Results Results from multilevel repeated measures ANCOVA showed an increase in teachers’ procedural knowledge and children’s cognitive skills and learning motivation upon completing the program. A thematic analysis method was used to analyse qualitative data. Qualitative data analysis revealed evidence of children’s knowledge and learning skills gain, and teachers’ possible needs for classroom management training. Conclusions This study demonstrates the potential of conceptualizing early science education in the metacognition framework. Our results suggest that early childhood science teaching and learning could be improved by integrating metacognitive teaching and learning strategies in a PD program and by using immersive, hands-on activities as the broader inquiry learning context.

Ideological sensemaking in an elementary science professional development community

ABSTRACT Background Ideologies are socially constructed frameworks for sensemaking that influence teaching and learning. Drawing on Learning Sciences research on ideologies, we explore how an elementary science professional development (PD) community used substrate (shared interactional resources) in sensemaking interactions to reify or rearticulate dominant ideologies. Method We analyzed PD interactions to understand how PD community members used substrate across multiple timescales as part of ideological sensemaking. Findings We first show how participants drew on substrate to rearticulate ideologies about young learners’ capabilities in science. We then show how limited resources available in substrate impeded interactional engagement with deficit narratives of multilingual learners. Contribution Practically, we demonstrate how ideological rearticulation requires establishing intentionally designed substrate as a resource for later PD and facilitation that surfaces and challenges dominant ideologies. Methodologically, we show how substrate—often analyzed at microgenetic scales—can be traced back over longer timescales to understand longitudinal learning.

How effective is the professional development in which teachers typically participate? Quasi-experimental analyses of effects on student achievement based on TIMSS 2003–2019

This study examines the effect of teachers’ participation in mathematics and science professional development (PD) on student achievement in nationally representative settings. We use data from all OECD countries in the 2003 through 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS) and apply student fixed effects to control for unobserved student characteristics and school quality. We find a small negative average effect of PD participation, with negative effects concentrated among high-performing students. We discuss potential explanations of these results and suggest ways PD studies may inform the PD in which teachers typically participate.

Science Teaching in Culturally Diverse Classrooms: Application of Sociocultural Knowledge at a School System in Nepal

ABSTRACT This study focuses on teaching and learning science in three secondary public school classrooms with mostly culturally marginalized students from Gurung and Magar communities in a semirural district in Nepal. The study aims to understand how three science teachers in different schools engage students in culturally relevant transformative science learning. I use a constructivist case study design. Data were collected through 18 classroom observations, three interviews with science teachers, and a student focus group interview. Analysis of the data showed that culturally marginalized students are experts in the cultural knowledge they bring into the classroom, science teachers felt ambivalence between culturally relevant science and success in tests, and science teachers showed a need for greater pedagogical skills in cultural relevancy. The study suggests a need for focused and intentional culturally relevant courses in science teacher education programs and professional development. Educating teachers for more transformative and relational science teaching will support embedding cultural knowledge and values in classroom teaching and curriculum.

INTEGRATING SCIENTIFIC LITERACY AND COMMUNICATION IN THE CURRICULUM: A PATHWAY TO BRIDGING THE SCIENCE-SOCIETY GAP

Science communication plays a pivotal role in shaping our society by promoting scientific literacy and empowering individuals to make informed decisions. This abstract explores the transformative potential of improved science communication skills and highlights their significance in various contexts. Effective science communication bridges the gap between the scientific community and the public, fostering understanding, trust, and engagement. It equips scientists with the ability to effectively share their findings and counter misinformation while empowering individuals to critically evaluate scientific information and contribute to the advancement of scientific knowledge. Moreover, improved science communication skills promote inclusivity and equity by ensuring that scientific information is accessible and understandable to diverse audiences. To unlock the full potential of science communication, continued investment in science education, professional development, and innovative communication strategies is essential.

The earlySTEM Program: An Evaluation Through Teacher Perceptions

Conceptually grounded curricular materials in the context of professional development programs facilitate teachers’ adoption of new pedagogies. Even though science, technology, engineering, and mathematics (STEM) professional development opportunities for early grade level teachers continue to receive attention, one existing challenge is to support teachers further in implementing well-defined integrated STEM curricula. The earlySTEM program supports K–4 teachers with the systematically developed earlySTEM curriculum, its associated curricular materials, and year-long mentoring. The program was implemented in 26 schools. This mid-evaluation investigated teacher perceptions of the earlySTEM program with a focus on contributions and challenges. A total of 134 teachers from the 26 schools responded to a survey with open-ended questions. Survey data were analyzed using a descriptive approach. The findings indicated that the teachers had positive experiences with the earlySTEM program. The results revealed that the earlySTEM program is perceived to have contributed to (a) teachers’ STEM teaching skills and STEM conceptualizations and (b) students’ skills development and awareness on the connection of the curriculum content to real-world problems. The results also document the perceived challenge in implementing the earlySTEM curriculum: need for more classroom time. The conclusions offer insights for similar program designs.

College mathematics instructor professional development providers: Who are they?

School Science and MathematicsEarly View EDITORIAL College mathematics instructor professional development providers: Who are they? Sean P. Yee, Corresponding Author Sean P. Yee [email protected] University of South Carolina, Columbia, South Carolina, USA Correspondence Sean P. Yee, University of South Carolina, Columbia, SC, USA. Email: [email protected]Search for more papers by this authorShandy Hauk, Shandy Hauk San Francisco State University, San Francisco, California, USASearch for more papers by this authorTuto Lopez Gonzalez, Tuto Lopez Gonzalez San Francisco State University, San Francisco, California, USASearch for more papers by this authorJulie Wang, Julie Wang University of South Carolina, Columbia, South Carolina, USASearch for more papers by this author Sean P. Yee, Corresponding Author Sean P. Yee [email protected] University of South Carolina, Columbia, South Carolina, USA Correspondence Sean P. Yee, University of South Carolina, Columbia, SC, USA. Email: [email protected]Search for more papers by this authorShandy Hauk, Shandy Hauk San Francisco State University, San Francisco, California, USASearch for more papers by this authorTuto Lopez Gonzalez, Tuto Lopez Gonzalez San Francisco State University, San Francisco, California, USASearch for more papers by this authorJulie Wang, Julie Wang University of South Carolina, Columbia, South Carolina, USASearch for more papers by this author First published: 29 March 2023 https://doi.org/10.1111/ssm.12571Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Implementation and Evaluation of an Interprofessional Health Systems Science Professional Development Program.

Few interprofessional development programs focused on learning knowledge and skills in health systems science (HSS) have been described. The authors implemented a professional development program (the HSS Academy) for interprofessional clinicians and trainees. The authors describe the HSS Academy, report preliminary outcomes, and describe strategies for use in other programs. The HSS Academy (an 8-month active learning classroom and project-based curriculum) was implemented at Penn State College of Medicine in 2015. To create an interprofessional environment, participants were selected from various professions and phases of training. The curriculum was anchored in HSS competencies (e.g., high-value care, quality improvement, social determinants of health, health system strategy and delivery) and included 2 distinct threads focused on systems thinking competencies and academic skill development. It featured course speakers and faculty from diverse roles and disciplines both inside and outside the health system, application of HSS competencies in local system contexts, and networking with interprofessional colleagues. From 2015 to 2021, 121 of 128 participants, including physicians, medical students, and nurses, completed the HSS Academy (95% completion rate). Over 90 individuals, including faculty and system leaders, contributed to the HSS Academy as educators. Comparisons of pre-post evaluations demonstrated statistically significant self-perceived improvements in HSS knowledge and skills, systems thinking, and HSS teaching knowledge and skills. Projects (n = 110) most commonly focused on health care delivery, quality improvement, or patient safety. Teaching strategies to meet each objective, several barriers encountered, and strategies to address those barriers are described. Next steps will be to address financial support for creating and sustaining the HSS Academy, ensure a mutually shared understanding of the HSS Academy's goals among all stakeholders, facilitate meaningful change from scholars' work, and provide networking and opportunities for scholars to continue work in HSS after completion of the HSS Academy.

The Urban Advantage: Comprehensive Science Professional Development and Student Achievement

The Urban Advantage: Comprehensive Science Professional Development and Student Achievement

History of Pressure Implemented in a Nature of Science Professional Development Program for Science Teachers

History of Pressure Implemented in a Nature of Science Professional Development Program for Science Teachers

Epistemic Journeying across Abyssal Lines of Thinking: Towards Reclaiming Southern Voices

Cognitive injustice, which nourishes and sustains current political, social and economic injustice, has been at the centre of the knowledge production enterprise since the colonisers embarked on their project of dispossession and plunder. In order to achieve global justice, the quest for epistemic justice needs to be brought to the centre of curriculum discourses. The postcolonial critique of the canonical corpus of Euro-Western knowledge demands a change in our locus of enunciation. We seized this zeitgeist to repaint the education curriculum canvass in science professional teacher development. We leveraged theoretical constructs from Southern theory, by adopting a decolonial epistemic perspective and privileging a dialogic dynamic. Six purposefully selected, practising science teachers, who were registered to study an Honours in Education module, were engaged to generate qualitative data to respond to the following question: How do science teachers leverage indigenous knowledge to address sustainable development goals? Teachers engaged in intercultural dialogue with indigenous knowledge holders to tap into a plurality of different knowledges. The indigenous knowledge holders who participated were interested in sustainable production/cultivation of items they had used in their practice. Teachers developed portfolios of evidence and participated in focus group interviews. They experienced moments of mourning, dreaming, rediscovery and recovery. This resonated with the same categories that were previously identified by Chilisa, as teachers deconstructed and reconstructed curriculum materials collaboratively with indigenous knowledge holders. The findings reveal that the teachers viewed an indigenous understanding of the world as crucial in the achievement of sustainable development goals. The monolithic, hegemonic Euro-Western thinking was decentred but not abandoned. Instead, teachers rendered it one part of the intercultural dialogue. The study demonstrated the potential for transforming the curriculum to become inclusive of Southern voices in the production of valuable, truthful, reliable knowledge about living together sustainably.

Preparing inservice science teachers to bring unplugged computational thinking to their students

Computational thinking (CT) is critical for Twenty-first century life. Ensuring equitable access to CT depends on preparing teachers to integrate CT into disciplinary curricula. We report on the design, evaluation, and outcomes of the Computational Thinking Unplugged for Science (CT-UP-S) professional development program for inservice science teachers. Our process-based approach to CT significantly improved teachers CT understanding and CT/science integration self-efficacy by systematically linking CT practices to scaffold the generation of unplugged algorithms. Additionally, we found that the process-based approach provided a framework for teachers' lesson planning and that teachers’ content knowledge moderated their ability to write CT-integrated science lessons.

Designing a research experience for teachers: applying features of effective professional development to a hybrid setting

ABSTRACT To facilitate transfer of teachers’ learning into classroom practice, science and engineering teacher professional development (PD) experiences should increase teachers’ content knowledge, disciplinary practices, and pedagogical strategies. As this can be difficult within traditional PD contexts, this study is a qualitative investigation of hybrid PD program design. The author explores influences on five teachers’ learning and instruction when seven features of effective PD, derived mainly from traditional PD, were integrated into both the pedagogical and practice components of a hybrid Research Experience for Teachers (RET) PD. Through constant comparative analysis of interviews, reflections, artifacts, and classroom observations, the author discovered that explicit connections between the seven features across pedagogical and disciplinary aspects of the RET facilitated teachers transferring their learning into classroom practices in ways applicable to their specific contexts. Thus, these seven features of effective PD hold promise as an organizing framework for designing and evaluating a hybrid PD.