A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 1, 1 January 2013 , pp. 1-30(30)

Título do artigo: A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research

Autores: Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia

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Abstract:

The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research.

Keywords: Collaborative Action Research; Scientific and Technological Literacy; Teacher Beliefs; Teacher Constraints

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/09500693.2012.736034

Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You, me and UV

Periódico International Journal of Science Education

Publicação: Volume 35, Number 2, 1 January 2013 , pp. 335-355(21)

Título do artigo: Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You, me and UV

Autores: Heap, Rena; France, Bev

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A group of preservice primary teachers (46) in their third year of a Bachelor of Education degree were overtly taught the nature of science (NOS) and nature of technology (NOT) within an authentic context of the issues of UV radiation. The research question asked was, ‘What characteristics of NOS and NOT are identified, illustrated and justified within an authentic context by the preservice teachers?’ This context was accessed via a web-based resource, ‘You, Me and UV’ (www.sciencelearn.org.nz), which provided preservice teachers with virtual access to the science research community. The goal of this research was to explore the potential of providing a virtual authentic resource, accompanied by explicit teaching of NOS and NOT, to develop preservice teachers' understandings of NOS and NOT. A data collection instrument where preservice teachers were required not only to identify examples of NOS and NOT, but also to justify and contextualise them from this context, was able to capture their level of understanding. It also showed the potential of an authentic context and the possibilities of a virtual resource to provide access to communities of practice of science and technology research.

Keywords: Authentic context; Authentic learning; Nature of science; Nature of technology; Teacher education; Virtual resource

DOI: http://dx.doi.org/10.1080/09500693.2011.653417

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 5, 1 March 2013 , pp. 815-836(22)

Título do artigo: The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Autores: Nam, Jeonghee¹; Seung, Eulsun²; Go, MunSuk¹

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This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7–9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

Keywords: Collaborative mentoring; In-service; Inquiry-based teaching; Teacher development

DOI: http://dx.doi.org/10.1080/09500693.2011.584329

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 5, 1 March 2013 , pp. 796-814(19)

Título do artigo: Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

Autores: Boaventura, Diana¹; Faria, Cláudia²; Chagas, Isabel²; Galvão, Cecília²

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The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.

Keywords: Elementary School; Laboratory; Literacy; Outdoor Activities; Scientific Inquiry

DOI: http://dx.doi.org/10.1080/09500693.2011.583292

Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 7, 1 May 2013 , pp. 1139-1158(20)

Título do artigo: Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

Autor: Kaya, Ebru

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This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.

Keywords: Argumentation; Conceptual understanding; Pre-service teachers

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/09500693.2013.770935

Pre-Service Elementary Teachers' Conceptions about Wind

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 11, 1 July 2013 , pp. 1902-1924(23)

Título do artigo: Pre-Service Elementary Teachers' Conceptions about Wind

Autores: Mandrikas, Achilleas; Skordoulis, Constantine; Halkia, Krystallia

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This paper presents a study concerning Greek pre-service elementary teachers' (PET) conceptions about wind. The study focuses on their (i) understanding of scientific concepts used to explain wind formation, (ii) conceptions about wind measurement and (iii) ability to read and translate symbols of wind on weather maps. Our research reveals a lack of understanding in wind formation mechanism, and difficulties in orientation and in weather maps reading. Our findings are consistent with previous research carried out in different national and educational contexts. In the final section, we outline the implications of these findings for the design of learning activities concerning wind in primary, secondary and tertiary education including Environmental Science courses attended by PET.

Keywords: Pre-service; Scientific literacy; Teacher development

DOI: http://dx.doi.org/10.1080/09500693.2012.706374