Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling

Periódico: International Journal of Science Education

Publicação: Volume 34, Number 12, Aug 2012, pp. 1931-1959

Título do artigo: Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling

Autores: Michele M. Nelson^a* & Elizabeth A. Davis^a

Abstract

Part of the work of teaching elementary science involves evaluating elementary students' work. Depending on the nature of the student work, this task can be straightforward. However, evaluating elementary students' representations of their science learning in the form of scientific models can pose significant challenges for elementary teachers. To address some of these challenges, we incorporated a modeling-based elementary science unit in our elementary science teaching methods course to support preservice teachers in gaining knowledge about and experience in evaluating students' scientific models. In this study, we investigate the approaches and criteria preservice elementary teachers use to evaluate elementary student-generated scientific models. Our findings suggest that with instruction, preservice elementary teachers can adopt criterion-based approaches to evaluating students' scientific models. Additionally, preservice teachers make gains in their self-efficacy for evaluating elementary students' scientific models. Taken together, these findings indicate that preservice teachers can begin to develop aspects of pedagogical content knowledge for scientific modeling.

Keywords: Pre-service, Modeling, Primary school

DOI: 10.1080/09500693.2011.594103

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Periódico: International Journal of Science Education

Publicação: Volume 34, Number 12, 03 July 2012, pp. 1883 - 1908

Título do artigo: Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Autores: Grant Cooper^a, John Kenny^a* & Sharon Fraser^a

Abstract

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour  highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.

Keywords

Pre-service teacher training, Primary science, PCK, Theory of planned behaviour, Units that work, Primary Connections

DOI: 10.1080/09500693.2012.698762

Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum

Periódico: International Journal of Science Education

Publicação: Volume 34, Number 14, 19 Jun 2012, pp. 2205-2229

Título do artigo: Exposing the Challenges and Coping Strategies of Field-Ecology Graduate Students

Autores: Mandy Biggers^a* & Cory T. Forbes^a

Abstract

Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students’ learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers’ learning to teach science as inquiry.

Keywords: Elementary school, Preservice, Inquiry\-based teaching, Teacher\-direction, Open vs. Guided inquiry, Inquiry continuum

DOI: 10.1080/09500693.2012.694146

Exposing the Challenges and Coping Strategies of Field-Ecology Graduate Students

Periódico: International Journal of Science Education

Publicação: Volume 34, Number 16, 23 Aug 2012 , pp. 2455-2481

Título do artigo: Exposing the Challenges and Coping Strategies of Field-Ecology Graduate Students

Autores: Mika Leon-Beck^a* & Jeff Dodick^a

Abstract

In this paper, we expose the unique challenges confronting graduate field-ecology students and the coping strategies they adopt to overcome such challenges. To do so, we used a qualitative (in  vivo) research method that combines interviews, observations and open questionnaires with a group of five Israeli graduate students. The two major challenges that the students faced were the uncontrolled nature of field research (or complexity), and the nature of field setting, which isolated the students from authoritative guidance. In response to these challenges, the students developed a set of research skills which were expressed in this study by a series of three (metacognitive) strategies which we designated as ‘protocol-dominated’, ‘intermediate’ or ‘field-dominated’. In order to develop such research skills, our subjects rely upon declarative and procedural knowledge. In contrast to declarative knowledge, learned in coursework, procedural knowledge is learned and activated via the situated experience of implementing research in authentic field environments. We also found that fieldwork complexity imposes itself the minute the students step into the field; potentially, this can negatively impact students' motivation. However, as the students accumulate field experience and acquire the knowledge and skills needed to overcome the field's complexity, their motivation improves. Recognizing the unique learning components connected to field research will help novice students better cope with fieldwork challenges, as well as help their advisers in guiding them. This work also has implications for designing inquiry curricula in field sciences for university and high-school students.

Keywords: Graduate student, Field\-ecology, Research skills, Coping strategies, Motivation

DOI: 10.1080/09500693.2012.713145

The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 6, 1 April 2013 , pp. 885-905(21)

Título: The Use of Newspaper Articles as a Tool to Develop Critical Thinking in Science Classes

Autores: Begoña Oliveras; Conxita Márquez; Neus Sanmartí

Abstract:

The aim of this research is to identify the difficulties experienced by secondary school students (aged 15–16) with the critical reading of newspaper articles with scientific content. Two newspaper critical reading activities in relation to the study of various scientific contents were designed and carried out in two schools (61 students in total), one with a student population from a medium to high social and economic bracket and the other with students from a medium to low social and economic bracket. These activities were designed taking into account the phases of the reading process: before, during and after reading. In order to analyse the difficulties ‘Elements of science critical reading’ were identified on the basis of the ‘Elements of reasoning’ of Paul and Elder and the categories proposed by Bartz C.R.I.T.I.C. questionnaire and a scale was drawn up. The results show that the activities designed were useful in helping students to read critically. We also rated very positively the instrument created to assess the students' answers: the scale based on the performance indicators of Paul and Elder. This instrument enabled us to detect the aspects of critical thinking where students have the most difficulties: identifying the writer's purpose and looking for evidence in a text. It was also shown that the stance taken in the articles also had an influence on the results.

Keywords: Critical thinking; Newspaper critical reading; Scientific literacy; Secondary school

A investigação-ação na formação continuada de professores de ciências.

Periódico: Ciência & Educação
Publicação:  - 2003, Vol. 9 , n. 1

Titulo do artigo:
A investigação-ação na formação continuada de professores de ciências.
Autor: ROSA, Maria Inês de Freitas Petrucci dos Santos  e  SCHNETZLER, Roseli Pacheco.

Resumo
Esse artigo analisa um processo de investigação-ação ocorrido no contexto de um programa de formação continuada de professores de Ciências, no qual constituiu-se um grupo de professoras/pesquisadoras que assumiram a própria prática como referência para o desenvolvimento de diferentes níveis de investigação educativa. Concluímos que as concepções de ensino vigentes no grupo influem de forma decisiva nesses níveis de investigação. Professoras que concebem o ensino como um processo de mera transmissão de conhecimentos parecem compreender as possibilidades de investigação educativa nos moldes da racionalidade técnica. Por outro lado, aquelas que concebem o ensino como um processo dialógico de construção de saberes, acabaram por desenvolver investigações apoiadas na racionalidade prática.

Palavras-chave : investigação-ação; ensino de Ciências; parcerias colaborativas; concepções de ensino.
Link:
http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1516-73132003000100003&lng=pt&nrm=iso&tlng=pt

Periódico: Ciência & Educação
Publicação:  - 2008, Vol. 14 , n. 3
Titulo do artigo:
Estudos de caso como estratégia de ensino na formação de professores de física.
Autor: LINHARES, Marília Paixão  e  REIS, Ernesto Macedo.

Resumo
O estudo é parte de um projeto de pesquisa que investiga estratégias para a formação de professores de ciência apoiada em um ambiente virtual de aprendizagem. O artigo descreve a estrutura de uma proposta curricular adotada num curso de licenciatura em Física, baseada na idéia de aprendizagem como construção de conhecimentos e na necessidade de transformar o pensamento espontâneo do professor sobre docência. Analisa parte dos resultados obtidos da aplicação desta proposta em que Estudos de Caso foram adotados como estratégia para a promoção do desenvolvimento profissional docente, orientado por atividades de investigação desenvolvidas em torno de problemas curriculares. A análise das concepções dos futuros professores indica que, a partir da reflexão sobre problemas da prática docente, os licenciandos se apropriam dos conhecimentos teóricos disponíveis e modificam suas concepções iniciais sobre conteúdos didáticos, metodologia e ambiente de trabalho.

Palavras-chave : Atividades de investigação; Ambiente virtual de aprendizagem; Estudos de caso.

Link:
http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1516-73132008000300012&lng=pt&nrm=iso&tlng=pt