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Journal of Science Teacher Education最新文献

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Learning to Listen: Cultivating Pre-Service Teachers’ Attunement to Student Thinking 学会倾听：培养职前教师对学生思维的敏感性
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-01-10 DOI: 10.1080/1046560x.2024.2302694
Shannon G. Davidson, Lama Z. Jaber, Allison Metcalf
{"title":"Learning to Listen: Cultivating Pre-Service Teachers’ Attunement to Student Thinking","authors":"Shannon G. Davidson, Lama Z. Jaber, Allison Metcalf","doi":"10.1080/1046560x.2024.2302694","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2302694","url":null,"abstract":"Reform efforts in science and mathematics education highlight students’ experiences and sensemaking repertoires as valuable resources for instruction. Yet, there is much to learn about how to culti...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"84 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139420580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions 关于科学与工程学教学自我效能感的文献综述：当前差距与未来研究方向
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-01-08 DOI: 10.1080/1046560x.2023.2297499
Deepika Menon, Jeanna R Wieselmann, Sarah Haines, Sumreen Asim
{"title":"A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions","authors":"Deepika Menon, Jeanna R Wieselmann, Sarah Haines, Sumreen Asim","doi":"10.1080/1046560x.2023.2297499","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2297499","url":null,"abstract":"Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, w...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"28 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139420759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supporting the Development of Students’ Scientific Literacy 支持学生科学素养的发展
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-01-03 DOI: 10.1080/1046560x.2023.2287790
Hassan Iddy, Daniel Sidney Fussy, Selina Thomas Mkimbili, Jaquiline Amani
{"title":"Supporting the Development of Students’ Scientific Literacy","authors":"Hassan Iddy, Daniel Sidney Fussy, Selina Thomas Mkimbili, Jaquiline Amani","doi":"10.1080/1046560x.2023.2287790","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2287790","url":null,"abstract":"Science teachers are increasingly encouraged to critically engage their students with scientific knowledge and expertise, with the expectation that such instructional practices will support the dev...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"22 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring Science-Teaching Affect: First Results on the Science Teaching Emotions Scales (Sci-TES) 测量科学教学情感：科学教学情感量表（Sci-TES）的初步结果
IF 1.9
Journal of Science Teacher Education Pub Date : 2023-12-19 DOI: 10.1080/1046560x.2023.2291884
Franklin S. Allaire, J. Patrick King, Anne C. Frenzel
{"title":"Measuring Science-Teaching Affect: First Results on the Science Teaching Emotions Scales (Sci-TES)","authors":"Franklin S. Allaire, J. Patrick King, Anne C. Frenzel","doi":"10.1080/1046560x.2023.2291884","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2291884","url":null,"abstract":"Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139029297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring the Goals of Social Justice Teaching Through the Eyes of Early Career Science Teachers 通过初入职场的科学教师的视角探索社会公正教学的目标
IF 1.9
Journal of Science Teacher Education Pub Date : 2023-12-12 DOI: 10.1080/1046560x.2023.2288719
Jarod Kawasaki, Sandy Chang
{"title":"Exploring the Goals of Social Justice Teaching Through the Eyes of Early Career Science Teachers","authors":"Jarod Kawasaki, Sandy Chang","doi":"10.1080/1046560x.2023.2288719","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2288719","url":null,"abstract":"Social justice-oriented teacher education programs infuse critical pedagogies in their coursework to build teachers’ capacity to design and enact teaching that seeks to disrupt systemic oppression ...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Elementary Teacher’s Development of Using Representations: Comparing 2 Years’ Teaching in Earth Science Unit 小学教师使用表象的发展：比较两年来地球科学单元的教学情况
IF 1.9
Journal of Science Teacher Education Pub Date : 2023-12-12 DOI: 10.1080/1046560x.2023.2291246
Qiu Zhong, Meredith Park Rogers, Celeste Nicholas, Joshua A. Danish, Cindy E. Hmelo-Silver
{"title":"An Elementary Teacher’s Development of Using Representations: Comparing 2 Years’ Teaching in Earth Science Unit","authors":"Qiu Zhong, Meredith Park Rogers, Celeste Nicholas, Joshua A. Danish, Cindy E. Hmelo-Silver","doi":"10.1080/1046560x.2023.2291246","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2291246","url":null,"abstract":"This study explores a third-grade teacher’s (Deb) developing knowledge and practice for incorporating representations into her teaching of science over the course of 2 years. Data was gathered from...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"3 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138741066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preservice Elementary Teachers’ Knowledge Resources for Blending Arguments and Representations in Science 职前小学教师融合科学论证和表象的知识资源
IF 1.9
Journal of Science Teacher Education Pub Date : 2023-12-06 DOI: 10.1080/1046560x.2023.2283662
Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg
{"title":"Preservice Elementary Teachers’ Knowledge Resources for Blending Arguments and Representations in Science","authors":"Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg","doi":"10.1080/1046560x.2023.2283662","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2283662","url":null,"abstract":"This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. I...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"54 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers 农村中学科学教师在线专业发展效果评价
IF 1.9
Journal of Science Teacher Education Pub Date : 2023-11-28 DOI: 10.1080/1046560x.2023.2287321
Brooke A. Moore, Earl F. Legleiter, Kylia Owens, Brynne Packard, Jessica Wright
{"title":"Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers","authors":"Brooke A. Moore, Earl F. Legleiter, Kylia Owens, Brynne Packard, Jessica Wright","doi":"10.1080/1046560x.2023.2287321","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2287321","url":null,"abstract":"In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an onlin...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Navigating Opportunities and Challenges of Artificial Intelligence: ChatGPT and Generative Models in Science Teacher Education 驾驭人工智能的机遇和挑战:科学教师教育中的ChatGPT和生成模型
Journal of Science Teacher Education Pub Date : 2023-11-06 DOI: 10.1080/1046560x.2023.2263251
Geeta Verma, Todd Campbell, Wayne Melville, Byung-Yeol Park
{"title":"Navigating Opportunities and Challenges of Artificial Intelligence: ChatGPT and Generative Models in Science Teacher Education","authors":"Geeta Verma, Todd Campbell, Wayne Melville, Byung-Yeol Park","doi":"10.1080/1046560x.2023.2263251","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2263251","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"2 s2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?” 试论初级科学教师的社会正义取向:“教意味着什么?”
Journal of Science Teacher Education Pub Date : 2023-10-31 DOI: 10.1080/1046560x.2023.2272071
Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman
{"title":"An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”","authors":"Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman","doi":"10.1080/1046560x.2023.2272071","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2272071","url":null,"abstract":"ABSTRACTIn this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers’ science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.KEYWORDS: Science teachingsocial justiceteacher educationscience epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis article was funded by the National Science Foundation.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"121 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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