Science Teacher Education Research Articles

Towards an Integrated Model for Orienting Preservice Science Teachers for 21st-Century Teaching

This conceptual paper builds the case for orienting preservice science teachers for 21<sup>st</sup>-century teaching on a footing of Miller et al. (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). MORE for Teachers frames science teacher preparation as anchored on four pillars: in-depth subject matter, research-based science teaching methods, guided practicum, and a shared vision of the pedagogy of science learning. Based on the limitations of Miller et al.'s linear model yet still maintaining the value of its central tenets the paper proposes a model that is interactive and framing standards in science teaching, curriculum development, rigorous content, research-based science methods course, and quality field experiences as the essential aspects for producing teacher candidates with the right skills for science teaching. The paper argues that pre-service science teachers (PSTs) development in teacher education colleges and universities requires a framework for harmonization that ensures consideration of all the necessary ingredients for science teacher preparation. Drawing on a diversity of literature sources on science teacher education the paper discusses the application of the proposed model in Zimbabwe, illustrating the importance of detailed methods courses, rigorous science content, expert mentoring, personal teaching philosophy, and a consideration of international trends in science teaching.  In conclusion, the paper recommends other contexts in which the integrated model for science teacher preparation can be used and some steps for its practical implementation.

General Trends in National Research on Web-Based Instruction in Science Education: A Meta-Synthesis Study

This study analyzes Turkish studies on web-based instruction in the field of science education using the meta-synthesis method with the aim of determining the general trends of the analyzed studies. A total of 20 studies published between 2006 and 2022, including 7 doctoral dissertations, 11 master theses, and 2 journal articles, were analyzed with a qualitative research design. These studies were identified using the databases of the YÖK National Thesis Center, EBSCO, Google Scholar, and ProQuest. The studies were analyzed using a coding form that included ten categories: year of publication, type of publication, purpose of the research, method, data collection tools, data analysis method, grade level, sample size, learning domain, and outcome of the research. The obtained data were interpreted according to the specified categories. It was concluded that a significant portion of the analyzed studies were conducted with the aim of examining web-based instruction and Web 2.0 tools, mixed research designs and semi-structured interview forms were most often used, most studies were conducted with students in the 6th and 7th grades, and web-based instruction was generally found to be more effective than traditional instruction. This study provides an overview of research on web-based instruction in the field of science education, serves as a resource for future research, and offers new ideas and suggestions for researchers in this field.

TRAINING FUTURE COMPUTER SCIENCE TEACHERS TO USE ARTIFICIALINTELLIGENCE TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The article discusses the training of future computer science teachers to use artificial intelligence (AI) technologies in education. The authors highlight the relevance of this issue in light of the rapid spread of AI technologies in various spheres of life and the need to develop students’ digital competencies related to the use of artificial intelligence. The study aims to identify the essential competencies that future computer science teachers need to effectively use AI in education. It also analyzes the existing problems and challenges in this area, studies the prospects for the use of AI in education, develops recommendations for improving relevant training programs, and overcoming barriers to the implementation of AI technologies. The study identified three main groups of competencies for future computer science teachers in the field of AI: technical, pedagogical, ethical and legal. Technical competencies include knowledge of AI technology principles, algorithms, and software. Pedagogical competencies relate to the ability to adapt teaching materials and methods to the capabilities of AI and to develop appropriate tasks and projects. Ethical and legal competencies involve comprehending the risks and challenges associated with AI usage, as well as being aware of the ethical principles and legal norms in this field. The article analyzes technical, pedagogical, ethical, and legal problems related to introducing AI technologies into computer science teacher training and education. It also explores the potential benefits of AI in education, such as personalized and adaptive learning, improved teaching and assessment effectiveness, and the development of critical thinking and creativity in students. The authors suggest methods to enhance computer science teacher training programs, such as incorporating specialized AI courses, providing practical training, and involving industry experts. They also stress the significance of considering the most effective international practices in this field. To summarize, the article highlights the pressing need to modernize the computer science teacher training system in Ukraine. This is necessary to develop the competencies required for the effective use of AI technologies in the educational process. Such modernization will contribute to the development of students’ digital literacy and ensure the competitiveness of the Ukrainian educational system in the context of digital transformation.

The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction

This study explored Namibian science teachers’ perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers’ prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers’ ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country.

Development of Teaching Module Based on the Merdeka Curriculum with the Application of Character Integrated Problem Solving Model

Starting in 2022, the merdeka curriculum can be implemented by educational units even though they are not Driving Schools. One of the learning tools needed to implement the independent curriculum is teaching modules. The lack of sources of information and examples of the application of the character integrated learning model in developing teaching modules is an urgency in this research. The aim of this research is to develop an independent curriculum teaching module by implementing an integrated problem solving model of character education in science lessons that is valid and feasible and can be well received by teachers as product users. This research uses research and development (RD) methods, with the ADDIE (analysis, design, development, implement and evaluation) development model. The instruments used were interview guides, questionnaire sheets and observations. The population in this research is teachers at Langsa City State Middle School, the research sample was taken using a purposive sampling technique. The product produced in this research is a science learning teaching module with an integrated problem solving model of character education. The teaching module developed is valid and suitable for use in science learning, with a percentage score of 89.2% in the very valid category. Apart from that, the teacher response to the teaching module product was 89% in the very good category. Therefore, it is recommended that this integrated problem solving model of character education science teaching module be implemented in learning to determine its effectiveness and influence on student learning outcomes.

NOS as part of the Conceptual Ecology of Evolution Teaching and Learning among Greek Students and Science Teachers

The aim of this study was to investigate whether an epistemological adequacy (knowledge of the Nature of Science, NOS) contributes to a better understanding and the acceptance of the Theory of Evolution by Natural Selection (ThENS). It was performed in two parts with the help of two questionnaires: 1. with students of Education, with a minimum familiarity to ThENS and NOS, before and after the application of a general biology course, and 2. with 200 Science Education teachers of various specialties who teach or have taught biology-related subjects. The education students showed some moderate levels of proficiency regarding NOS that was improved statistically significantly, even after a limited teaching intervention. An interesting founding was that, while their understanding of the ThENS was not very much improved by the course, it was found a positive correlation between their NOS familiarity and acceptance of evolution. As for the Science teachers, besides the above queries, some other variables were additionally investigated: E.g. to what extent, a better Epistemological Adequacy (knowledge of the Nature of Science) can influence their understanding and acceptance of the ThENS, or whether this affiliation could have been affected by their college or university instruction. The results showed a positive correlation between their epistemological adequacy and the acceptance and understanding of ThENS.

Science Teacher Action Research in Top Tier Science Education Journals: A Review of the Literature

ABSTRACT Action research (AR) has long been promoted as a way teachers can improve their practice and increase their understanding of their educational situations. In this article we examine the impact of AR on science teacher education through a critical review of the literature. We sought to identify the goals and purposes of the AR, its mode, and the role of science teachers in authoring the articles. We selected 10 top tier science education journals and searched in them for the term action research in titles, abstracts, and key words. This resulted in 63 articles that met our criteria. The articles were analyzed using three frameworks: theoretical orientation, purpose, and mode. We found overall that there has been a dearth of articles about science teacher AR published in these journals; most had an interactive mode in which teachers were guided by and collaborated with university researchers; only three were authored or coauthored by science teachers; and almost none had political or emancipatory purposes. These findings raise questions about whether there is much AR done in science teacher education, why science teacher educators rarely publish their work in the top tier journals, why there is a lack of AR studies that are participatory in nature, and what our expectations are for practitioners to publish their work in research journals. These questions are discussed in this article.

Science Education in Indonesia: A Bibliometrics Study in Terms of Science Teachers’ and Students’ Perspectives

In recent years, Science Education (SE) in Indonesia has grown into a dedicated focus for all stakeholders in scientific education. All players in the field of education unanimously agree to enhance the prominence of SE among all stakeholders, particularly teachers and learners. The research analyzed the students' attitudes regarding Science Education and the impact of Science Education by SE teachers in higher educational institutions. Science Education outcomes are analyzed using a survey and descriptive evaluation. To gather details, a survey includes closed-ended and open-ended questions developed and controlled on SE teachers’ and students’ viewpoints and knowledge. This research assessed Indonesian Science Education teachers’ perspectives and experiences with Science Education teaching focused on Socio-Scientific Issues (SSI). The students were asked how they integrated relevant SSI methods into their Science Education and their difficulties. Teachers were asked what subjects they learned would be best for SSI-based learning, and most students replied that subjects like technology or environmental sciences would be good for the learning. Despite many hurdles, most Science Education teachers continued to be interested in using SSIs in their classrooms.

Indonesian science teacher educators’ perceptions of their professional roles in teaching and research

Indonesian science teacher educators’ perceptions of their professional roles in teaching and research

Becoming a science teacher in the Anthropocene: scientific knowledge as ‘matters of concern’

ABSTRACT In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students’ discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-service teachers. In this study, we consider how these teacher students’ ‘fresh eyes’ bring views of how knowledge (especially chemistry-related knowledge) matters in education and teaching. Through a lecture that centred planetary boundaries and the Great Acceleration as representations of some main scientific models in the field, the teacher students were introduced to the concept of Anthropocene. Five focus group discussions followed this introduction. Thematic analysis reveals how the acquired knowledge of the introductory lesson challenges the students to express ‘matters of concern’ differently: partly considering a personal, everyday level and partly reformulating their role as future science teachers. The interrelation of these positions is also a concern for the concluding discussion. Furthermore, the article discusses these results as both concerns and possibilities for science education, including science teacher education.

A profile of the paradigmatic approaches to moral education presented by Elementary Education Science teachers

A educação moral é de grande relevância para o desenvolvimento do ser humano, as abordagens morais, quando inseridas nos currículos, contribuem na qualificação docente e melhoria do processo de ensino-aprendizagem. Considerando essas questões, esta pesquisa centralizou-se na educação em valores morais nos espaços escolares, destacando a sua importância no ensino de Ciências. O objetivo foi traçar um perfil sobre formação moral apresentado por professores de Ciências. O referencial teórico foi baseado nas cinco linhas paradigmáticas de Puig. É uma pesquisa qualitativa, em que a obtenção dos dados foi realizada por meio da escala Likert, um questionário aplicado para dez professores. Os resultados indicaram que a maioria dos professores apresentou um perfil paradigmático sobre formação moral polissêmico e conhecimento superficial.

CHALLENGES EXPERIENCED BY PRESCHOOL TEACHERS IN SCIENCE EDUCATION PRACTICES IN TURKEY: A META-SYNTHESIS STUDY (2014-2022)

Children’s first formal education begins with preschool education. The science activities included in the preschool curriculum are the children’s first planned learning experience to support their scientific process skills. During the preschool period, teachers have an important role in planning and implementing science activities. Therefore, the challenges that teachers encounter in science education practices during the preschool period are significant. The purpose of this research is to examine the challenges encountered by preschool teachers in science education practices in Turkey through a meta-synthesis method and to discuss the findings of qualitative studies that suggest solutions to these challenges. As a result of this meta-synthesis research, the challenges experienced by preschool teachers in science education were presented under five themes: ‘Challenges Related to Shortages of Materials’, ‘Challenges Related to Physical Conditions’, ‘Challenges in Establishing a Science Center’, ‘Challenges Encountered in Planning’, and ‘Challenges in Practice and Evaluation’. As a result of this study, the reasons for the challenges experienced by preschool teachers in science education within the five identified themes were explained, and solutions were provided for these reasons.

Analysis of Teachers’ Perspectives Towards the Use of IKS to Improve STEM Education for Sustainable Development

This study focuses on science, technology, engineering and mathematics (STEM) education teachers’ perspectives on integrating indigenous knowledge systems (IKS) into a multidisciplinary STEM framework to promote sustainability. The aim is to understand how integrating the values, ethics and worldviews of the global community can contribute to a sustainable mindset. Through an examination of the research background and pedagogical foundations, as well as a review of existing literature, it becomes evident that teachers’ perspectives are pivotal in fostering a sustainable mindset among students. To encourage social dialogue that has the potential to evolve teachers’ perspectives, a 6 month workshop focused on dialogic argumentation was provided to a group of basic education and university STEM teachers. The workshop aimed to explore the evidence- and reasoning-based arguments that influenced their perspectives regarding the role of IKS in STEM education. Analysis of data collected through questionnaires and interviews yielded the following findings: (a) initially, most teachers had mixed feelings about the role of IKS in STEM education for sustainable development; (b) a significant number of teachers reported that the dialogic argumentation workshop helped them transition from a negative to a positive attitude towards acknowledging the complexity of the role of IKS in promoting various approaches to achieving sustainability goals; and (c) several others, particularly university teachers, attributed IKS with the potential to enhance reflective reasoning in order to solve complex sustainability problems. The implications of these findings for classroom practice, particularly in terms of utilising IKS to enhance STEM teacher education, are highlighted in the paper.

Teaching Science Education in an Era of Artificial Intelligence

School science instruction builds the groundwork for a generation of scientifically literate people who are equipped to handle and navigate the complex issues of the twenty-first century. If artificial intelligence (AI) is included into science courses, it could have a profound impact on how science education is provided. Teachers may develop more dynamic and interesting lessons that are tailored to the needs of each individual student by utilising artificial intelligence (AI) solutions like intelligent tutoring systems, virtual reality simulations, and personalised learning platforms. The main goal of the study is to establish a framework for investigating the possibilities of science education in the age of artificial intelligence (AI). This paper aims to examine the history of artificial intelligence (AI) and its application in science education, curriculum development, and classroom instruction in the current day. Furthermore, it will expand on the current corpus of information and offer insights into the possible advantages of integrating artificial intelligence (AI) into science education to improve teaching methods and speed up student learning.

Teacher educators and environmental justice: conversations about education for environmental justice between science and geography teacher educators based in England and Brazil

While environmental education has been present in the field of education for decades now, only recently our particular subject areas of science and geography have started to pay more critical attention to specific concerns surrounding the intersection of environmental issues and social justice (also known as environmental justice) within the context of formal secondary education, including in secondary teacher education programmes. Drawing on scholarship, policy landscapes and socio-environmental concerns from both the global South and the global North, and on a methodological approach based on transnational collective reflection and collaborative-dialogic writing, in this article we delve into our different cultural, geographical and disciplinary contexts, views and experiences as four teacher educators from Brazil and England who have been working at this intersection between environmental justice and Science and Geography teacher education programmes for secondary formal education. Here we will argue that environmental justice needs to have a central role in such teacher education programmes if we aim to support young people and their teachers in navigating the spatially diverse and unequal impacts of environmental emergencies in global North and South communities. We also consider future directions for research and collaboration across national and disciplinary boundaries within the landscape of environmental education for environmental justice, reflecting on the future of teacher education across the global North and the global South when facing more frequent and severe environmental emergencies.

Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences

The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

Blackout Poetry: Eclipsing With Words and Images to Illuminate Ideas.

Integrating literacy practices in science classrooms can help students read complex scientific text, write arguments as part of shared cross-disciplinary practices, and engage with content. In the Linking Science, Mathematics, and Literacy for All Learners program, middle school science, mathematics, ELA, and special education teachers have been implementing multimodal STEM text sets that include a range of texts and scaffolds that support instruction and students' content learning. One of these strategies combines reading and writing in unique and creative ways: poetry writing! Blackout and found poems are accessible approaches to help students focus on key words and ideas in a complex text, pull out those words to work with them, and then reconstruct them into a poem. This approach can be used in a variety of ways, and in some of the examples provided, students include an altered page from a scientific article on which they find their words, black out the rest of the text, and then illustrate the entire document to help show their message.

DEVELOPMENT OF E-MODULE WITH PROBLEM-BASED LEARNING MODEL ON HUMAN DIGESTIVE SYSTEM MATERIALS AT SMPN CITY OF BENGKULU

This research is a type of ADDIE model development research aimed at developing e-modules based on problem-based learning models. The percentage of achievement of the feasibility analysis results is 80.6% for material experts, 97.3% for linguists, and 95% for media/design experts that the product is suitable for use. The response results showed "very practical" criteria with an average percentage of students in the initial trial of 87.6%, operational trial students of 87.34%, and science education teachers of 90%. The calculation of the paired sample t-test with a significance level of 0.05 and degrees of freedom (df) = 29 obtained a sig value. (2-tailed) 0.000 0.05 and tcount = 20.239 and ttable = 2.045, the average pretest score was 48.6 and the posttest showed a higher average score of 86.5 which resulted in very “effective criteria”. The null hypothesis (H0) is rejected and (Ha) is accepted because tcount is greater than ttable. This means that students who use e-modules get better learning outcomes. The findings of this study indicate that the e-module created has been successfully used as a student learning resource on human digestive system material to support the teaching and learning process at SMP Negeri Kota Bengkulu.

Lesson study in science teacher preparation programs: a literature review

PurposeThis article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.Design/methodology/approachA systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.FindingsIn preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.Originality/valueThis literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher

AbstractThis is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti‐racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in anti‐racist ways. However, we conclude by suggesting that critical whiteness ambitious science teacher education, a merging of critical whiteness pedagogy with practice‐based science teacher education provides a potential way to address the presence of whiteness in science teacher education.