Journal of Science Teacher Education最新文献

{"title":"Secondary Science Teachers’ Views and Approaches for Teaching for Climate Justice and Action","authors":"Lisa A. Borgerding, Jennifer L. Heisler, Breanna C. Beaver, A. O. Prince","doi":"10.1080/1046560x.2023.2265715","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2265715","url":null,"abstract":"ABSTRACTClimate change is a growing global crisis with short and long-term physical and human impacts. Although climate change is a global occurrence, the impacts of climate change are not felt equally among all locations and all groups of people. Climate justice education is a form of social justice education that invites students to consider how the contributions toward and impacts of climate change differ across racial, socioeconomic, geographic, and intergenerational lines. Climate justice education can be impactful and may motivate climate actions and activism. To learn more about how climate justice education can be enacted, this mixed methods study sought to investigate Ohio secondary science teachers’ climate justice and climate action teaching practices and their reasons for their instructional choices. Eighty-six Ohio secondary science teachers completed an electronic survey about their climate change teaching practices, and 26 of these teachers were interviewed to explain their practices. Research participants most often framed their climate change teaching as a global social issue and as a current problem with primarily physical impacts on the Earth. Most participants who taught about climate change address multiple climate actions and at least one climate justice issue. When participants address climate justice, they most commonly address geographic injustices and least often address racial injustices. Teachers most often teach individual, apolitical climate mitigation actions and seldom teach collective and/or adaptation actions. Implications for science teacher professional learning and curriculum development are discussed.KEYWORDS: Climate changeclimate justicesecondary science teachingscience teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824929","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}

{"title":"Pre-Service Elementary Teachers Learning to Plan Modeling-Based Investigations","authors":"María Esther Téllez-Acosta, Andres Acher, Scott P. McDonald","doi":"10.1080/1046560x.2023.2256563","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2256563","url":null,"abstract":"ABSTRACTLearning to plan modeling-based investigations (MBIs) presents significant challenges for pre-service elementary teachers. Although they understand disciplinary core ideas and modeling practices, they address both as competing learning goals and, as novices, they have not experienced how to structure MBIs for their future students. In the context of a science teacher education course, we have designed a set of pedagogical supports around a biology-specific epistemic tool to help pre-service elementary teachers meet those challenges. This study builds the case of how a group of four pre-service elementary teachers learns to plan MBIs while working with the designed supports. We use the professional vision as a theoretical and analytical framework to characterize the group’s learning through discourses to build shared professional understandings of planning MBIs around biology core ideas. Analysis focused on their highlighting and coding of relevant aspects of disciplinary core ideas, modeling, and structuring MBIs, as well as their creation and use of material representations. The findings illustrate that: a) epistemic negotiation supports the group in integrating biology core ideas and modeling practices when developing explanatory models, and b) pedagogical negotiation, through the de-construction of those explanatory models, supports the group structuring of a MBI, including a natural phenomenon and questions students can investigate in a coherent sequence. We discuss how a biology-specific epistemic tool embedded in pedagogical supports helps pre-service teachers learn to plan MBIs by facilitating both epistemic and pedagogical negotiations.KEYWORDS: Disciplinary core ideaslearningplanning modeling-based investigationspre-service elementary teachersscientific modeling Authors’ NoteThe manuscript is based on the first author’s doctoral dissertation, which is cited in the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementAll subjects participated voluntarily in the study. The participants provided their written informed consent.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136079140","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}

{"title":"Pedagogical Factors Affecting the Translation of Pedagogical Content Knowledge About Electrostatics into Practice","authors":"Ernest Nkosingiphile Mazibe","doi":"10.1080/1046560x.2023.2262841","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2262841","url":null,"abstract":"ABSTRACTTeaching practice internships provide opportunities for pre-service teachers (PSTs) to enact their knowledge in real classroom settings. This paper investigated PSTs’ pedagogical content knowledge (PCK) about electrostatics, its translation into practice and factors that affect the translation. The refined consensus model (RCM) of PCK served as theoretical framework. Guided by the RCM, two manifestations of enacted PCK (ePCK) focusing on lesson planning (ePCKP) and teaching (ePCKT) were investigated. Data reflecting ePCKP was collected using content representations (CoRe) tools and lesson planning forms. Data reflecting the ePCKT was explored using classroom observations. The components of the grand PCK rubric served as the analytical framework. These are teacher knowledge and skills related to (i) curricular saliency, (ii) learners’ understanding of concepts, and (iii) conceptual teaching strategies including representations. These components were used to analyze the manifestations of ePCK before they were compared. Components that revealed variations between ePCKP and ePCKT were used to formulate interview questions to elicit the pedagogical factors that affected the translation of the PCK into practice. The results revealed multiple instances where there were misalignments between ePCKP and ePCKT. The misalignments were ascribed to the following pedagogical factors: interactions with learners, the involvement of mentor teachers, reflections, management of time for teaching concepts, and teacher efficacy. The results have implications for PST education and mentorship during teaching practice internships.KEYWORDS: Electrostaticsknowledge and practicepedagogical content knowledgepedagogical factorspre-service teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementThis research was approved by the ethics committee of the University of Pretoria and the Gauteng department of education. Reference number: SM 18/04/01.Additional informationFundingThis work was funded by the National Research Foundation (NRF) of South Africa, Grant number [TTK180411319423].","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193746","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}

{"title":"Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science","authors":"Carla M. Firetto, Emily Starrett, Michelle E. Jordan","doi":"10.1080/1046560x.2023.2246777","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2246777","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48646835","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}

{"title":"The Effect of Video Analysis of Inquiry School Practices on Pre-Service Teachers’ Scientific Skills Knowledge","authors":"Maria Carme Peguera-Carré, David Aguilar Camaño, Manel Ibáñez Plana, Jordi L. Coiduras Rodríguez","doi":"10.1080/1046560x.2023.2236377","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2236377","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43840698","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}

{"title":"Onto-Epistemological Realities and Assumptions Beyond Western Science","authors":"Stephany RunningHawk Johnson, M. Cheng, Mageswary Karpudewan, T. Campbell, Wayne Melville, G. Verma, Byung-Yeol Park","doi":"10.1080/1046560X.2023.2220174","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2220174","url":null,"abstract":"College of Education, Washington State University, Pullman, Washington, USA; The University of Waikato WAND Network Research Group, Hamilton, New Zealand; School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia; Department of Curriculum & Instruction, University of Connecticut, Storrs, Connecticut, USA; Department of Education, Lakehead University, Thunder Bay, Ontario, Canada; CU Denver School of Education & Human Development, University of Colorado Denver, Denver, Colorado, USA","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"583 - 592"},"PeriodicalIF":1.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42605849","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}

{"title":"Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)","authors":"E. Peters-Burton, H. Tran, Brittany Miller","doi":"10.1080/1046560x.2023.2242665","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2242665","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48262005","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}

{"title":"Transforming Communities: Re-Imagining the Possibilities Through Equitable Science Teaching","authors":"Sophia Jeong, David Steele, Bhaskar Upadhyay","doi":"10.1080/1046560X.2023.2214451","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2214451","url":null,"abstract":"We live geographically in one world, but politically in multiple worlds where we are facing “wicked problems” (Rittel & Webber, 1973), not only as a country but also as a global community. Butler (2022a) in her most recent book, What World Is This?, speaks of pandemic worlds during which the rage of persons demanded the right to subvert health mandates, oppressed more vulnerable populations by the conviction of their right to spread suffering and deaths unto others, and re-inscribed xenophobia toward the “other,” where an unwelcome entity such as the virus is said to have come from a foreign place to threaten “our” very existence. As such, the pandemic created social, political, and ecological conditions that continued to brew a fear of foreign entities and perpetuate social, economic, and environmental inequalities. We see these fears manifested across different geo-political contexts, such as Russia’s unprovoked war against Ukraine for resources (Masters, 2023), or the unchecked clearing of vast areas of rainforest in Brazil for new farmlands (Project MapBiomas, 2022; Silvério et al., 2015). All the while, we see these prevailing conditions increase the mistrust and misinformation of science and its practices, emboldening the actions of anti-vaxxers and anti-climate changers; exacerbating environmental degradation that leads to the loss of biodiversity; and increasing poverty, health disparities, and global inequalities that continue to disproportionately impact marginalized and oppressed populations. These issues could ultimately endanger democracy and democratic ideals on which science and its practices are founded. We see science as a tool to disrupt social and legal violence on women, sexual minorities (Butler, 2022b), and Indigenous groups. The missing link in many science education contexts is what kind of relationships we seek to build with the biodiversity of the world. How do we prepare our science teachers and science teacher educators to stretch the ideas of science to reframe their worldview; reenvisioning “unlivable conditions of poverty, incarceration, or destitution or social and sexual violence, including homophobic, transphobic, racist violence, and violence against women” (Butler, 2022b, p. 18) as predominant concerns of classroom science. We believe in a transformative science education that puts more onus on teachers and curriculum to engage students in critically examining why they possess an agency “[t]o make a demand for a livable life is to demand that a life has the power to live” (Butler, 2022b, p. 18). We wonder how do we, as science teachers and science teacher educators, recognize the agency that all living beings inherently possess. Therefore, we assert that all aspects of doing","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"437 - 442"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41639411","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}

{"title":"Re-Imagining Preservice Science Teachers’ Becoming as Ethical Mattering: Diffracting Noticing in an Elementary Science Methods Course","authors":"Sophia Jeong, David Steele","doi":"10.1080/1046560X.2023.2206692","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2206692","url":null,"abstract":"ABSTRACT The purpose of this study is to describe the conditions under which diffracting noticing becomes both a process and product in dynamic relations to re-imagine preservice science teachers’ becoming as ethical mattering, a concept rooted in a relational ontology of change and emergence. Drawing on theories of posthumanism, this study theorized pre-service teachers’ becomings as ethical mattering which pays attention to two events: 1) the differences produced when participants engage in diffracting noticing by placing themselves in the middle of where they are in their becomings, and 2) the effects or a material mark on bodies, things, and other actants left by these differences. During these events, intra-action and entanglement with other actors produced differences and juxtapositions about how they understood and enacted equitable science teaching. Preservice teachers began to re-imagine what they would do differently to enact more equitable and inclusive teaching practices. Preservice teachers who participated in diffracting noticing could “see” their teaching practices in relation to and entangled with others, and therefore became differently and ethically mattered. In doing so, teachers rendered themselves and each other response-able and accountable for the knowledge that was collectively co-constructed about equitable teaching. The notion of becoming as ethical mattering illustrated in this study contributes to a new thought and re-imagines the traditional notion of change-in-practice, as preservice teachers could not be the same person as they were prior to intra-acting and thus seeing-becoming differently.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"458 - 477"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41626922","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}

{"title":"Science Teaching in Culturally Diverse Classrooms: Application of Sociocultural Knowledge at a School System in Nepal","authors":"K. Koirala","doi":"10.1080/1046560X.2023.2206693","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2206693","url":null,"abstract":"ABSTRACT This study focuses on teaching and learning science in three secondary public school classrooms with mostly culturally marginalized students from Gurung and Magar communities in a semirural district in Nepal. The study aims to understand how three science teachers in different schools engage students in culturally relevant transformative science learning. I use a constructivist case study design. Data were collected through 18 classroom observations, three interviews with science teachers, and a student focus group interview. Analysis of the data showed that culturally marginalized students are experts in the cultural knowledge they bring into the classroom, science teachers felt ambivalence between culturally relevant science and success in tests, and science teachers showed a need for greater pedagogical skills in cultural relevancy. The study suggests a need for focused and intentional culturally relevant courses in science teacher education programs and professional development. Educating teachers for more transformative and relational science teaching will support embedding cultural knowledge and values in classroom teaching and curriculum.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"544 - 562"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552834","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}