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Articles 1 - 11 of 11
Full-Text Articles in Science and Mathematics Education
Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor
Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor
Australian Journal of Teacher Education
This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers’ views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers’ post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers’ NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.
Science And Mathematics Teacher Communities Of Practice: Social Influences On Discipline-Based Identity And Self-Efficacy Beliefs, Samuel J. Polizzi, Yicong Zhu, Joshua W. Reid, Brandon Ofem, Sara Salisbury, Michael Beeth, Gillian Roehrig, Margaret J. Mohr-Schroeder, Keith Sheppard, Gregory T. Rushton
Science And Mathematics Teacher Communities Of Practice: Social Influences On Discipline-Based Identity And Self-Efficacy Beliefs, Samuel J. Polizzi, Yicong Zhu, Joshua W. Reid, Brandon Ofem, Sara Salisbury, Michael Beeth, Gillian Roehrig, Margaret J. Mohr-Schroeder, Keith Sheppard, Gregory T. Rushton
Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications
Background
Teacher communities of practice, identity, and self-efficacy have been proposed to influence positive teacher outcomes in retention, suggesting all three may be related constructs. Qualitative studies of communities of practice can be difficult to empirically link to identity and self-efficacy in larger samples. In this study, we operationalized teacher communities of practice as specific networks related to teaching content and/or pedagogy. This scalable approach allowed us to quantitatively describe communities of practice and explore statistical relationships with other teacher characteristics. We asked whether these community of practice networks were related to identity and self-efficacy, similar to other conceptualizations of …
The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo
The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo
Journal of Educational Research and Practice
Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach science to support student learning. Science methods courses are settings that have the potential to shift prospective teachers’ visions of science teaching. We used an explanatory sequential mixed methods approach with collection of survey data followed by interviews with selected participants. We analyzed how prospective elementary teachers’ visions …
Exploring Innovative Ways To Incorporate The Association Of College And Research Libraries Framework In Graduate Science Teacher Education Eportfolio Projects, Alison Lehner-Quam, Wesley Pitts
Exploring Innovative Ways To Incorporate The Association Of College And Research Libraries Framework In Graduate Science Teacher Education Eportfolio Projects, Alison Lehner-Quam, Wesley Pitts
Publications and Research
This article investigates ways in which student voice informed design research into information literacy instruction in a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the ACRL Framework for Information Literacy for Higher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice. Examination of students’ responses to research experiences …
Eece 351 Teaching Science In The Elementary School, Line A. Saint-Hilaire
Eece 351 Teaching Science In The Elementary School, Line A. Saint-Hilaire
Open Educational Resources
No abstract provided.
(Mis)Alignments In Mentorship: Exploring Challenges To Preservice Science Teacher Preparation, Mandy Biggers, Alison Riley Miller, Laura Zangori, Brooke A. Whitworth
(Mis)Alignments In Mentorship: Exploring Challenges To Preservice Science Teacher Preparation, Mandy Biggers, Alison Riley Miller, Laura Zangori, Brooke A. Whitworth
Publications
The mentoring relationships between preservice teachers and their cooperating teachers have been established as critical to the retention or attrition of novice teachers (Clarke, Triggs, & Nielsen, 2014), yet little research has been conducted to examine what factors around mentor teacher selection and support are most salient to creating strong mentoring structures. In this study, we investigated how four U.S. states (one in the Southwest, one in the Northeast, one in the Midwest, and one in the South) recruit mentor teachers for secondary science preservice teachers, what requirements the mentor teachers must possess, how mentor teachers are incentivized to serve …
Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin
Planning For The Elicitation Of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers, Douglas B. Larkin
Douglas B. Larkin
Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder
Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder
Douglas B. Larkin
Without The Light Of Evolution: A Case Study Of Resistance And Avoidance In Learning To Teach High School Biology, Douglas B. Larkin, Gail M. Perry-Ryder
Without The Light Of Evolution: A Case Study Of Resistance And Avoidance In Learning To Teach High School Biology, Douglas B. Larkin, Gail M. Perry-Ryder
Douglas B. Larkin
Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin
Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin
Douglas B. Larkin
Legitimate Peripheral Participation Of Secondary Educators In Scientific Research Experiences: Implications For Teachers' Understanding Of The Nature Of Science And Classroom Teaching, Matthew Phillip Perkins
Legitimate Peripheral Participation Of Secondary Educators In Scientific Research Experiences: Implications For Teachers' Understanding Of The Nature Of Science And Classroom Teaching, Matthew Phillip Perkins
Doctoral Dissertations
Both of the national reform efforts (AAAS, 1993; NRC, 1996) encouraged teachers to engage in professional development that included authentic scientific research experiences. The Department of Energy developed a program to match teachers with mentor scientists at national laboratories for three consecutive summers. Teachers produced and presented a poster summarizing their research at the conclusion of each summer.
The purpose of this qualitative multiple case study was to better understand how scientific research experiences impacted teachers. Six dimensions were examined: trajectory of participation, content knowledge development, mentor relationships, beliefs about the nature of science, teacher confidence, and classroom practice. These …