Science Teachers Face Research Articles

Moving from surviving to thriving: a taxonomy of beginning science teacher challenges

Induction programs have been promoted as a potential solution for alleviating aspects of job dissatisfaction that lead to attrition of beginning science teachers. We can meet the immediate concerns of beginning teachers that impact job satisfaction while simultaneously helping them improve their practices by better understanding the particular challenges they face. This qualitative study examines challenges as expressed within an online induction program for non-tenured Science educators with data from synchronous chat room sessions between mentors and beginning teachers. The results indicate that there is a more diverse and nuanced set of challenges that beginning in-service science teachers face than previously indicated by literature. The content-specific nature of these challenges supports the call for content-specific induction.

Exploring Students’ motivation and academic performance in learning ohm’s law using PhET simulations

Science teachers face several challenges in creating and implementing inquiry-based learning in Physics education. Part of this problem can be attributed to the fact that Physics is an imaginative science, which limits the students’ readiness to grasp the concepts and demotivates them to pursue further studies related to Physics. This only suggests the need to introduce strategies that promote easy visualization and cultivate students’ interest in the subject. This study examined the effect of PhET simulation on the academic performance and motivation of Grade 10 students to learn Ohm’s Law. Specifically, it aimed to a) compare the students’ pretest and posttest scores; b) determine their level of motivation in the five motivational areas (i.e., intrinsic, self-efficacy, self-determination, grade, and career); and c) determine the relationship between students’ motivation and post-test score. Using the Physics Motivation Questionnaire II (PMQ-II), 61 students were surveyed after a 2-week lecture in Ohms’ law. A paired t-test revealed that the PhET simulation is valid for improving the performance of the students on Ohm’s Law. Among the five constructs of motivation, grade motivation and intrinsic motivation were the highest after the intervention. Lastly, it was found that the posttest scores of the students correlate positively with their motivation to learn Ohm’s Law. Based on these findings, it is recommended that teachers continue to utilize PhET simulation to its full potential by letting students manipulate and interact with the program.

Postgraduate Science Students’ Impressions and Experiences of Online Pedagogical Practices: Implications for Technology-Enhanced Pedagogy

This study explores the postgraduate science teachers’ conceptions and experiences of online pedagogical practices in diverse school contexts. Embracing technology-enhanced pedagogy remains a key strategic imperative within the context of evolving pedagogical benefits associated with the advent of the Fourth Industrial Revolution (4IR). As key agents of educational change, science teachers face the key imperative to harness the pedagogical affordances of online platforms with a view to realizing the achievement of envisaged educational outcomes. Furthermore, research studies on online teaching have predominantly focused on technological aspects and very little on their impact on humans. The empirical investigation adopted a qualitative case study design and involved 20 purposively selected postgraduate science students from diverse school contexts in South Africa. Data were collected through the administration of an open-ended survey questionnaire and semi-structured interviews. Key findings emanating from the empirical investigation indicated that postgraduate science teachers’ coherent adoption of appropriate online pedagogical strategies was largely hampered by a lack of technological resources and inadequate professional capacity to implement online teaching and learning in diverse school contexts. Sustainable teacher professional development opportunities on the utilization of virtual digital platforms ought to be provided with a view to enabling postgraduate science teachers to harness the pedagogical affordances of online teaching and learning.

Teaching with Texts and Pictures in Science Classes: Teachers’ Attitudes and Motivational Orientations at Different School Levels

ABSTRACT Some Omani science teachers face a challenge in teaching students to deal with learning materials such as texts and pictures. Based on the need for adequate teaching with text-picture material (TPM), this study aimed at investigating the level of teachers’ (N = 886) attitudes and motivational orientations—as aspects of their professional competence—toward teaching with TPM and their relations to teacher background variables. The results showed a high level of teachers’ attitudes and motivational orientations in teaching with TPM and revealed low directed relations among teachers’ gender, teaching experience, and the number of science lessons taught per week in all classes. In addition, the results showed differences in teachers’ attitudes and motivational orientations in schools of different levels. The findings of this study contribute to the science education field by adding knowledge on important aspects of teachers’ competence for teaching with TPM and their relations to teachers’ demographic background in an Arab context such as that in Oman.

Diseño de prácticas interculturales de enseñanza de las ciencias basado en evidencia

El profesorado de ciencias se enfrenta a aulas multiculturales, en las que coexisten la epistemología de las ciencias y las epistemologías tradicionales de las comunidades a las que pertenecen los estudiantes. Nuestro objetivo es apoyar al profesorado a la hora de establecer una relación incluyente entre dichas epistemologías, a través de un conjunto de prácticas interculturales de enseñanza de las ciencias (PIEC). Para diseñar las PIEC retomamos el puente epistemológico (PEp) que describe la relación de inclusión como el reconocimiento, validación y uso equitativo de las diversas epistemologías en el aula. Ponemos a prueba las PIEC. Los resultados muestran que la versión de PEp que el profesor participante llevó a la práctica, a través de las PIEC, es alternativa a lo propuesto. Dicha evidencia nos lleva a rediseñar las PIEC para guiar mejor al profesorado a la hora de planificar e implementar el PEp.

Masculinity of science: unveiling gendered challenges of female science teachers in Bangladesh

ABSTRACT Despite the existing gender stereotypes associated with science and masculinity, there are some female teachers in secondary co-educational schools in Bangladesh who are contesting this normative discourse by taking up a profession in the science field. This research is an attempt to make visible lived gendered experiences of female science teachers. Through the use of feminist theory, this research unveils married and unmarried female science teachers’ struggle with gender structures in schools, families and communities. This empirical study revealed that, in a classic patriarchal society, female science teachers face several challenges due to their socially prescribed gender-roles, symbolic representation, gender-specific norms and constraints in their institutions. This study contributes perspectives on how to overcome the fabricated myth of females’ intrinsic incompatibility with science.

The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives

Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.

Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

AbstractResponsive teaching—or teaching that builds from the “seeds of science” in student thinking—is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students’ STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content is often presented authoritatively as facts, definitions, and algorithms, with little consideration of student thinking. Drawing on language from literature about sense‐making, this paper identifies some of the “vexation points” that novice science teachers face as they consider implementing responsive teaching practices in science—that is, what doesn't make sense, to teachers, about this instructional approach. In particular, we show that novice teachers express moral concerns about responsive teaching; themes in their written reflections suggest that they perceive responsive teaching to put truth, success, and faith at risk. We argue that though these concerns originally seem distinct from the institutional constraints to responsive teaching posed by the literature, teachers’ concerns about truth, success, and faith are in fact mutually reinforced by and reinforcing of external constraints. We use this connection to pose implications for research and teacher education.

Building a High-Quality Science Teaching: Views of Basic School Science Teachers in Akuapem South District of the Eastern Region, Ghana

Quality education for all is one of the most powerful and proven vehicles for achieving the Sustainable Development Goals. However, Science teachers encounter considerable challenges when teaching science at the basic school level. Objective: This paper investigated teachers’ knowledge of science-based global best practices and the challenges hindering them from teaching science effectively. Methodology: The study was a school-based cross-sectional survey which employed quantitative research approach and descriptive research design. Data for the study was obtained by administering a five-point Likert scale type structured questionnaires to 257 science teachers randomly selected across the basic schools within the Akuapem South District of the Eastern Region. Data analysis : Descriptive statistics, Chi-square test, and Student’s t-test were applied to the data to establish the knowledge level of teachers on science specific global best practices and ascertain if there are significant differences in challenges science teachers face in the course of their effort to create conducive learning environment for children to develop science core competencies, concepts and skills. Results: The results of the study showed that teachers had adequate knowledge of science-based global best practices. However, lack of teaching and learning resources and over-reliance on improvised teaching learning materials were perceived among the greater number of teachers as the most important drawback to effective teaching and learning of science in the district. Also, the basic electronics was found to be the single most important concept science teachers found very difficult in teaching. Conclusion: These findings provide a holistic understanding of the teachers’ knowledge of science-based global best practices and the challenges they face in teaching science at the basic school level. Recommendations: To enhance effective teaching and learning of science at the basic school level, the Ghana Education Service must support science teachers with relevant teaching learning resources, and Akuapem South Education District must organise refresher courses and workshops for science teachers to upgrade their knowledge on both contents and pedagogical content knowledge necessary for teaching and learning of basic electronic concept in the basic school curriculum. Keywords: High-Quality Science Teaching, Basic Schools, Science Teachers Challenges, Akuapem South District, Eastern Region, Ghana. DOI : 10.7176/JEP/11-3-10 Publication date: January 31 st 2020

Teachers’ Beliefs About Learning and Teaching Nature of Science: Professional Development Program

The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers' classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers' beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton (2006) and the ‘’Scale of Self-Efficacy Belief About Teaching the Nature of Science’’ developed by researchers. Pre-test and post-test performances of the teachers were compared using the Wilcoxon test. As a result of the research, it has been shown that the CPD program is effective in developing teachers' self-efficacy beliefs about teaching the NOS and teachers’ beliefs for reform approaches. Findings show that science teachers' self-efficacy beliefs are quite high, even though their views on the nature of science are inadequate before the professional development program. There is a risk that teachers who have inadequate views and misconceptions about NOS but who are eager to teach and who have high self-efficacy will be an obstacle to the education of science literate individuals. This has further clarified the need for CPD programs that will enable them to face current misconceptions and support their classroom practices, without compromising teachers' enthusiasm and self-efficacy about NOS that is important component of scientific literacy. For this reason, it has been proposed to increase the number of such professional development programs in accordance with the changing professional development paradigms.

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice‐based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content‐specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice‐based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice‐based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large‐scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice‐based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof‐of‐concept for the conceptualization and design of these practice‐based CKT elementary science assessment items.

Elementary Teachers’ Selection and Use of Visual Models

As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elementary preservice teachers completed a card sort task designed to document the types of visual models (e.g., images) that teachers choose when planning science instruction. Quantitative and qualitative analyses were conducted to analyze the card sort task. Semistructured interviews were conducted with a subsample of teachers to elicit the rationale for image selection. Results from this study showed that both experienced in-service teachers and novice preservice teachers tended to select similar models and use similar rationales for images to be used in lessons. Teachers tended to select models that were aesthetically pleasing and simple in design and illustrated specific elements of the water cycle. The results also showed that teachers were not likely to select images that represented the less obvious dimensions of the water cycle. Furthermore, teachers selected visual models more as a pedagogical tool to illustrate specific elements of the water cycle and less often as a tool to promote student learning related to complex systems.

Pre-service Science Teachers’ Understanding of Argumentation

The study is part of a larger project concerned with addressing the problem that Eritrean science teachers face in their attempt to implement a new learner-centred science curriculum. Specifically, the study attempted to determine the effects of the use of an Argumentation-Based Instructional Model (ABIM) on 25 pre-service science teachers’ understanding of argumentation and its role in science teaching. Responses to an open-ended Learner-Centred Argumentation Instruction Questionnaire and interview responses were analysed qualitatively using open coding and the generation of categories. The Contiguity Argumentation Theory categories were also used to describe the type of cognitive shifts made by the group of pre-service teachers. The findings show that as a result of their experience with ABIM, the participants: (a) made noticeable cognitive shifts from seeing argumentation as a debate to win a case to a form of dialogue for reaching consensus; (b) became aware of the difference between everyday and scientific types of argumentation; and (c) came to recognize the important role that argumentation could play in science education.

Challenges and constraints encountered by Saudi pre-service science teachers: a critical perspective

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

Driven by Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering and Physics

It is difficult to ignore the increased use of technological innovations in today’s world, which has led to various calls for the integration of engineering into K-12 science standards. The need to understand how engineering is currently being brought to science classrooms is apparent and necessary in order to address these calls for integration. This multiphase, mixed-methods study investigated the classroom practices and beliefs of high school physical science teachers following an intensive professional development on physics and engineering integration. Classroom observations showed that teachers new to incorporating engineering into their physical science classrooms often struggled to maintain focus on physics concepts, focusing instead on the development of the ‘‘soft skills’’ needed by engineers, such as teamwork or communication. Interviews and surveys further revealed the beliefs of these teachers when considering integrating engineering into physics lessons. Teachers placed student engagement and enjoyment high on their priority list when considering integrating engineering into their classroom. In addition to this somewhat driving force, three main components were identified as important when considering engineering in physical science classrooms: providing hands-on experiences for students, allowing students to apply physics concepts, and developing general problem solving skills that students can take to the ‘‘real-world.’’ While teachers identified both physics and engineering goals for their students, they realized that their students learned more about how to be an engineer. Results from this study provide insight on obstacles current science teachers face as they begin to add engineering to their classrooms. Overall, teachers are motivated to bring engineering to their classrooms as a result of student enjoyment of engineering activities. This may drive the creation of teacher goals for students and determine how emphasis is placed on different goals during these engineering design challenges. Implications for this study include ascertaining knowledge about teacher beliefs prior to professional development, fostering discussions about what integration looks like in the classroom, and modeling the creation of instructional goals that include both physics and engineering content.

Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry

Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead’s (Sci Educ 81: 217–238, 1997, Science Educ 85:180–188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313–333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher.

Teacher talk: producing, resisting and challenging discourses about the science classroom

The aim of the project which forms the basis of this article was to make the science classroom more inclusive by challenging discriminatory practices. Science teachers from two secondary schools in Sweden agreed to be involved in an action research project over one year. Each teacher was to carry out a study concerning their own teaching and regular meetings were held for planning, evaluation and discussion. These meetings were analysed and suggest that science subjects are gendered and female science teachers face more resistance than their male peers, sometimes even being positioned as unprofessional. However, the science discourse is continually negotiable with the analysis showing challenge both to science as a male field and to the content that makes up science. Power relations other than gender are also visible and make patterns more complex. The analysis will offer a conceptual framework for understanding how gender in education is produced and reproduced in practice.

Bridging the gap: spanning the distance between high school and college education

?As graduate students, we are immersed daily i in the practice of evaluating and critiquing ? research and we have a good understanding of the scientific mindset. Why not share this insight with others who would benefit? In 2006, a National Science Board sur vey found that American adults lacked a solid founda tion in scientific concepts. Even more worrying, those surveyed were ill-equipped to rectify this knowledge gap: when asked about a simple experimental design, fewer than half understood the value of using a control to calibrate observations (NSF 2008). The methods that scientists use every day have applications far beyond the research lab. Sharing our understanding of creative and systematic methods of inquiry has the potential to bene fit more than just our scientific peers. The National Science Foundation (NSF) views educa tion and outreach as crucial to its mission. NSF supports projects designed to bridge the gap between young students (tomorrow's citizens) and educators (today's graduate stu dents and professors) with a passion for their studies. Through collaborations with teaching faculty at public schools (Graduate Teaching Fellows in K-12 Education), over 140 universities nationwide provide graduate students with an opportunity to express their enthusiasm for science to an audience in desperate need of scientific inspiration. These programs span many disciplines, including science, technology, engineering, and mathematics. Southern Illinois University Carbondale (SIUC) recently initiated a GK-12 program (www.siu.edu/ heartlandGK12/), to which the authors of this article (a pollination ecologist and plant biologist) belong. Other members of the first-year GK-12 team include graduate students in microbiology and geology. Working with stu dents studying environmental science, anatomy, biology, and the physical sciences at all age and achievement lev els, we facilitate learning both inside and outside the classroom and now have a better understanding of the challenges public school science teachers face. Without exception, public schools would benefit from increased graduate student outreach. Since we stand to gain as much as the public schools, the relationship is mutually beneficial. If outreach interests you, but you are unsure how to become involved, consider the following ideas. Does your university have a NSF GK-12 program? The easiest way to become involved with youth science edu cation is through previously established programs. Graduate students currently involved in outreach at participating universities will appreciate any ideas, assis tance, or supplies you can provide. If your university does not have a GK-12 program, consider approaching faculty about setting one up. Involve university science clubs. Set up a branch of your university's sustainability club for students, bring the insect collections of your entomology club to a class room, or provide opportunities for club members to act as judges for local science fairs. Those involved in clubs are inherently enthusiastic about their organization, and their excitement can inspire youngsters in ways tradi tional teaching may not. Be a liaison. The responsibilities involved in maintain ing a classroom leave teachers little time to stay informed about upcoming events at local universities. Informing teachers about guest lecturers, exhibits, or other activities provides an opportunity for teachers to arrange for young students to experience science outside the classroom. Volunteer to tutor. Public schools frequently provide after-school tutoring for students. Ironically, the students hardest pressed to find appropriate help are those in col lege-level classes. Many tutors are generally unequipped to help these advanced students. You, on the other hand, possess the appropriate knowledge base to help them understand complex science topics. Engage teachers and students in fieldwork. If your field work is carried out locally, invite teachers or students to volunteer their time; this is a valuable way for students of all ages to experience the joys of scientific discovery, and it means free fieldworkers for you! Give school presentations. With your expertise in a par ticular field, you are well-positioned to bring not only enthusiasm and passion for science to the classroom, but also current technologies, applications, and real-world examples illustrating its value. Volunteering time for outreach is not without cost. We ourselves have struggled to balance graduate and outreach pursuits. One of us (OM, the pollination ecol ogist) recently presented to a group of 4-H students. Even though the subject is one she knows well, it took time to prepare an engaging lesson with hands-on activ ities (they dissected flowers, found the sources of pollen and nectar, and discussed the importance of the spatial relationships between these two). Despite its success, she wondered later as she scrambled to finish a paper 221

Principled reasoning about problems of practice

AbstractThe elementary science teacher educators in this article set recognize the challenges that new science teachers face when they enter classrooms. They have developed frameworks and strategies aimed at helping the preservice teachers with whom they work become “well‐started beginners” who are ready to address problems of science teaching. To do so, these educators purposefully engage the candidates in focused dialogue regarding challenges or problems of practice that they will likely face in their work. These challenges include (1) engaging in science, (2) organizing instruction, and (3) understanding students. The science teacher educators use a dialogic third space to help the preservice teachers reconsider and develop deeper understandings of these problems of practice. In this introduction, we point out some of the common themes that tie these articles together, including (a) a focus on problems of practice in elementary science teaching, (b) a focus on dialogue with preservice teachers about these problems of practice, (c) a commitment to developing tools and approaches that support principled reasoning about these problems of practice, and (d) a commitment to shared goals and methods for research on elementary science teacher education. We point to ways that these themes are addressed in the three articles. © 2009 Wiley Periodicals, Inc. Sci Ed 93:678–686, 2009

Tutoring model for promoting teaching skills of computer science prospective teachers

One of the greatest challenges Computer Science (CS) teachers face is that of guiding their pupils through problem-solving processes, i.e., the process of constructing a solution for a given problem as an algorithm or a computer program. This paper suggests a tutoring model, to be implemented by prospective CS teachers, that aims at training them to accomplish this challenge. The model is based on one-on-one tutoring sessions, in which the prospective teacher meets a novice undergraduate student taking an introductory CS course and guides him or her through problem-solving processes. The tutoring activity provides the prospective CS teachers with an opportunity to experience teaching situations, especially learners' difficulties with respect to problem-solving processes, and consequently, to improve their teaching skills. The tutoring model was integrated into the Methods of Teaching Computer Science course and was accompanied by a qualitative research. The main research findings indicate that the prospective CS teachers: (a) change their perspective with respect to teaching processes; (b) focus in their teaching on learners' difficulties; (c) increase their awareness to problem-solving processes and to the need to adapt different teaching approaches for different learners; (d) become reflective practitioners; and (e) increase their confidence with respect to teaching processes.