Science Teacher Education Program Research Articles

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

The natural science teacher training program meeting the demands of the new general education curriculum in Vietnam

The article presents an overview of Vietnam’ Science Teacher Training Program in the socio-cultural context and a detailed introduction of the necessity of the Natural Science Teacher Training Program for lower secondary schools since 2018 meeting the demands of the New General Curriculum. The paper also shows the comparison among the nations’ science teacher education programs in terms of the objectives and domains of knowledge in the training curricula. We based our study on the documentary reviewing method and use a comparative and descriptive approach to classify a common category for these programs and show typical features in each program and highlight those that significantly contribute to curriculum development in Vietnam.

The ARTiST-project still “alive” – Examples from Georgia and the Philippines

ARTiST (Action Research to innovate Science Teaching) was a project co-funded by the ERASMUS+ program of the European Union. Ten partners from seven countries worked together and implemented action research into their science teacher education programs. The main philosophy of the project was to innovate science education through classroom-based and teacher-driven action research. Training materials, teacher professional development courses for teachers and students were developed during the ARTiST-project. Some examples of the activities after three years of the projects’ end will be presented in this communication.

A Praxis/future-driven Inclusive Science Learning Through STEAM-based Design Thinking Project

Engaging the prospective science teacher in a praxis/future-driven orientation holding transformative STEAM-based design thinking project designing and implementing approach is new in the Nepalese science teacher education program. It could support critically reflecting on- action and in-action for reducing the gap between theory and practice for action. This paper attempted to explore the research question: How could I engage prospective science teachers in a STEAM-based design thinking project for a praxis/future-driven inclusive science learning? So, the transformative action research methodology has been launched in my workplace purposively by selecting eight research participants. I designed and implemented the STEAM-based design thinking project in my science classroom. It motivated my research participants to know this approach's conceptual, theoretical, and practical dimensions by actively participating in critical discourse. I viewed my and my participants' feelings, beliefs, and actions from the theoretical lens of critical-reflexive Bildung, which has the learners' high content and skills development orientation. It helped me to visualize the deep-rooted disempowering forces and the viable alternative ways for action. Moreover, it invited me to change my cultural reproduction-dominated science teaching. This research also envisages a curriculum as a mandala, pedagogy as/for the public good, and assessment as/for learning for praxis/future-driven science classrooms.

A Case Study of Four Pre-service Science Teachers: What Do Teacher Reflections Tell Us?

<p style="text-align: justify;">Reflection requires someone to think in deep and express the impression of a phenomenon or an event. Reflection can be defined as a mirror to look at and see the personal insights, feelings, motivation, or purposes of individuals within a particular context and practice in a realistic way. This study examined the nature of pre-service science teachers’ reflections during the last semester of the teacher education program. There were four cases as student-teachers attending science teacher education program in northwest region of Turkey. The qualitative data, written reflections and researcher field notes were utilized and analyzed through inductive methods. The results indicated that even though pre-service science teachers learned scientific practices and inquiry, they were not able to implement due to some constraints: mentor teachers forced them to teach on a traditional basis. They could only complete the required four-hour teaching practice. Student teachers reflected on their learning as becoming a science teacher, but their actions were restricted, and they could not find supportive community in school and classroom context.</p>

Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes

In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II). The present research, which adopts a causal-comparative design of quantitative research, aims to compare the laboratory self-efficacy of pre-service science teachers who attended these two science teacher education programmes. The research data was collected from 289 pre-service science teachers educated in Programme-I and II through the science laboratory use self-efficacy scale and then analysed using the independent samples t-test. The results show that the total scores of laboratory use self-efficacy of pre-service science teachers trained in Programme-I is significantly higher. The scores of the pre-service science teachers from Programme-I were also found to be significantly higher than those from Programme-II in terms of the sub-dimensions using the physical environment and equipment, working independently, and crisis management. On the other hand, there was no significant difference between the two programmes in the sub-dimension applying scientific process skills. These results and their implications are discussed in the light of current literature.

From barriers to boosters: initial teacher education for inclusive science education

The paper presents a literature review on current barriers and boosters in the context of initial science teacher education for inclusion. The authors argue that current science teacher education programs for prospective teachers could be improved by adopting a more conceptually grounded and sustainable approach toward inclusion. To this end, the paper proposes an approach based on inclusive values and evidence-based practices that would benefit all students. Firstly, the paper identifies several barriers that exist in current science teacher education programs, including the dominance of anadd-on approach, separate teacher education tracks, and inadequate preparation for the topic leading to decreasing self-efficacy toward inclusion. Secondly, to overcome these barriers, the paper proposes the integration of evidence-based practices, collaboration, and knowledge-transfer in science teacher education programs. These boosters can equip prospective science teachers with the necessary skills and knowledge for effective inclusive science education. Overall, the paper provides valuable insights and recommendations for improving initial science teacher education programs in the context of inclusion.

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.

An effective intervention using STEM instruction for improving preservice science teachers’ self-efficacy

ABSTRACT Background Science teacher education programs are considered to play a critical role in preparing future science teachers who are more innovative and capable of effectively implementing integrated STEM education. Purpose This research investigates the effectiveness of a professional development program enriched by the skills-based science, technology, engineering, and mathematics model (SB-STEM-M) on preservice science teachers’ self-efficacy. Sample The participants of this study are twenty preservice teachers in a state university science education program. Design and Methods This research was carried out over 14 weeks using mixed-methods research, with the implementation process consisting of three stages, with the last stage involving the preservice teachers’ preparation of SB-STEM activity sets alongside evaluations, and feedback. The quantitative data in the research were obtained using the Self-Efficacy and Concerns about STEM Education Instrument, which was used as a pre-and post-test. The qualitative data were obtained through the activity sets and videos the preservice teachers prepared based on SB-STEM-M as well as through interview forms and focus group interviews. Results The results from the quantitative and qualitative data analyses show the preservice teachers’ STEM self-efficacy to have improved using the professional development program enriched with SB-STEM-M, while no change had occurred regarding their STEM concerns like information and evaluation, management, consequence and refocusing. Conclusion The three-stage intervention process applied to the preservice teachers enabled them to both develop original STEM activity sets in accordance with SB-STEM-M as well as to increase their STEM self-efficacy. The activity sets and videos the preservice teachers prepared reveal evidence that they had achieved the capacity to have their classrooms apply the activity sets in their future professional life. The data obtained through the interview forms and focus group interviews reveal them to have learned to integrate scientific process and reasoning skills into STEM disciplines.

Using video-elicitation focus group interviews to explore pre-service science teachers’ views and reasoning on artificial intelligence

ABSTRACT Using video-elicitation focus group interviews, this study aims to reveal pre-service science teachers’ perspectives and reasoning on artificial intelligence as a socioscientific issues-based scenario. Hence, it illustrates the ways the video data were used in the focus group elicitation interviews to understand their interpretations of how their beliefs align with a hypothetical future scenario around artificial intelligence. To demonstrate the phenomenon in depth, a case study design was used. The participants of the study involved 45 third and fourth-year undergraduate students enrolled in a science teacher education programme. For this study, the researcher conducted six open-ended, unstructured video-elicitation focus group interviews. The data was analysed using Dey’s (1993. Qualitative data analysis: A user-friendly guide for social scientists. Routledge) qualitative analysis steps of description, qualification, and association. The findings indicated that the participants’ views and reasoning vary in the context of artificial intelligence technologies. The fictional scenario depicted in the video-elicitation interviews both helped and challenged them to share their perspectives on the issue. Moreover, several aspects of SSI were thoroughly discussed during the interviews.

SCIENCE EDUCATORS’ PEDAGOGICAL PRACTICES FOR SUSTAINABILITY IN TEACHER EDUCATION PROGRAMMES IN THE FACE OF COVID-19 PANDEMIC

Since the advent of COVID-19, the educational system across the globe has been affected in various degrees from total closure to the use of online facilities for teaching and learning. This paper examined pedagogical practices before the advent of COVID-19, pedagogies appropriate for science teaching and learning in the face of COVID-19 and the need for the review of science teacher education programmes to equip trainee teachers with appropriate 21 century skills and knowledge for the needed digital teaching and learning environment in order to promote scientific knowledge for the purpose of sustainable development. The paper finally looks at science educators’ pedagogical practice for sustainability in teacher education programme in the face of covid-19 pandemic. Mention is made of the essential impact of science education on sustainable development as well as challenges of science education and sustainable development in the Nigerian context. The paper concludes that the curriculum for science education should be reformed to reflect the needs of Nigerian society in terms of practical skills required for individual development as well as national development to equip trainee teachers with appropriate 21 century skills and knowledge for the needed digital teaching and learning environment. It is therefore recommended that the Nigeria government should make provision for science and laboratory tools to attract and promote scientific skills and knowledge among students.
 Keywords: Science Education, Evaluation, Pedagogical Practice, Teacher Education Programme.

Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–Reflect Cycle of enacted PCK in a school class, in the framework of a seminar. In the control group, the teaching of the cycle was replaced by presentations of their lesson plans. As dependent variables, we analysed participants’ pPCK, professional values and motivational orientations. Our results showed an increase in pre-service biology teachers’ pPCK (F(1,28) = 3.51, p = 0.04, part. η2 = 0.11, d = 0.70) and motivational orientations (F(1,23) = 29.68, p < 0.01, part. η2 = 0.56, d = 2.26) in both groups, but no effects on participants’ professional values. The teaching experience in a school class strengthened the effects both in participants’ pPCK (F(1,28) = 2.92, p = 0.04, part. η2 = 0.10, d = 0.67) and motivational orientations (F(1,23) = 7.64, p < 0.01, part. η2 = 0.25, d = 1.15). We recommend integrating the use of the Plan–Teach–Reflect Cycle of ePCK into science teacher education programmes.

(Re)learning to Teach Science with a Hearing Impairment: An Auto-ethnographic Study

ABSTRACT Despite growing interest in inclusive education, there has been little attention to the inclusion of students with disabilities in teacher education. Research by educators with disabilities about teachers with disabilities can provide vital information that may help improve support services for teachers with disabilities. As a teacher educator who recently became single-sided deaf, and a preservice teacher who has had hearing loss since childhood, we contribute our voices to this gap in the literature. Through autoethnography, we draw on our lived experiences to identify critical incidents in our (re)learning to teach science, contextualizing these within the broader issue of inclusion in science teacher education. By identifying points of intersection and difference in our stories, we generated a list of salient themes related to arenas, levels, and degrees of inclusion. While our specific experiences may not be generalizable, they highlight broader themes that have implications for creating inclusive science teacher education programs.

Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university

Developing science identity in pre-service science teachers is important as it influences their perceptions about science teaching and learning. Pre-service teachers’ science identity can be developed in their specific modules where they obtain content knowledge. Grounded in the notion of pre-service teachers’ learning agendas, and identity development, this paper presents an argument pertaining to how science content modules at one South African university contribute to pre-service teachers’ development of their identities as science teachers. Data were collected through individual interviews with 13 pre-service science teachers and analyzed using an inductive thematic analysis. The findings revealed four categories of aspects that influenced the pre-service science teachers’ identity construction and development. The first is about the nature of the subject matter knowledge taught in the modules. The second is about the context in which this subject matter knowledge is taught. The third concerns how teaching is conducted, and the last comprises the nature of practical work. These findings are discussed, and the implications related to the structure of science content modules in initial science teacher education programs are discussed.

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

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

Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories

The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. Additionally, the study aimed to reveal differences among the aforementioned dimensions’ scores. In order to achieve this, the study’s participants attended a course on theoretical and technological process and tools implemented in digital story creation. A total of 46 digital stories were scored via a rubric and then analyzed. From the analysis, only the content dimension received a high score, whilst all other dimensions were scored at the medium level. The results revealed a significant difference among the digital storytelling dimensions, with mechanics, story structure, and use of technology dimensions negatively differentiated from content and planning. These findings support the use of digital storytelling content that is primarily based on the use of technology and basic digital storytelling principles for science teacher education programs. From this point of view, it can be strongly said that both in field education courses and for instructional technology and vocational courses, the potential for preservice teachers to graduate with having acquired higher skill levels may be realized through digital storytelling. So, teacher education programs should be supported by digital storytelling activities and instructions.

The impact of reflective practices on pre-service science teachers classroom teaching practices

This case study attempts to explore the impact of the reflective practices (reflection in, on, and for action) on pre-service science teachers’ (PSTs’) classroom teaching practices. To this end, ten PSTs majoring in Science Teacher Education Program participated in this study. In the study, the author designed a classroom teaching practice process based on reflective practices. This process was carried out during the teaching practicum course with the pre-service teachers participating in the research. At the beginning and end of the study, classroom observations, field notes, classroom observation instruments, teaching video records, and lesson plans were used as data collection tools in determining PSTs' classroom teaching practices. The qualitative and quantitative results of this study indicated that there was a significant change in favor of post-classroom practice results between PSTs' pre- and post-classroom teaching practices. Given these results, the classroom practice process based on the reflective practices carried out in the research plays an important role in the development of PSTs' classroom teaching practices.

Pre-Service Teachers’ Experiences on the Development of Educational Science Board Games

The expectation is that pre-service teachers that are specializing in the teaching of primary school natural science, ought to make use of teaching approaches that will allow them to engage learners in a joyful yet meaningful science learning experience. One such teaching approach to be considered is regarded as board game-based teaching. This paper investigated how natural science pre-service teachers experienced the development of educational science board games. This study draws on a conceptual understanding of game-based education, which allows for the integration of topics within board game mechanics, board game aesthetics and board game thinking. This qualitative case study considered a focus-group discussion and photo-voice methodology as data collection techniques to capture the pre-service teachers’ experiences on the development of educational science board games. Findings from the study revealed how their engagement in the development of educational science board games had an impact on their personal skill development, their professional teacher development, their development of pedagogical content knowledge, as well as their development of applicable assessment methodology that relates to the teaching of the subject natural science. On the other hand, issues surrounding the learning objectives, the complex design processes, and the lack of relevant materials available to develop the educational science board games were viewed in a less positive light. Findings from the study suggest that science teacher education programmes should be intentional in shaping pre-service teachers’ skills to develop educational board games that would complement the quality of their science teaching practice.

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

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

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

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