Journal of Science Teacher Education最新文献_第5页

“People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education “人民需要发声”：保护中等科学教师走向以公正为中心的科学教育运动

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-07-04 DOI: 10.1080/1046560X.2023.2193304

Valerie E. Valdez, Julie Bianchini

{"title":"“People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education","authors":"Valerie E. Valdez, Julie Bianchini","doi":"10.1080/1046560X.2023.2193304","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2193304","url":null,"abstract":"ABSTRACT Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In this study, we investigated a cohort of preservice secondary science teachers enrolled in a yearlong, post-baccalaureate teacher education program that attended to social justice. We conducted four interviews with each participant across their program and qualitatively analyzed their discussions of social justice ideas and teaching practices using three tenets of a justice-centered science pedagogy framework: enacting an antiracist and equitable science education, grounding instruction in social and environmental justice phenomena, and framing students as transformative intellectuals. We found preservice teacher participants discussed enacting antiracist and equitable science teaching by using a critical lens to identify inequities in classrooms and schools, and by attending to high academic expectations. Preservice teachers described focusing on socioscientific phenomena and local contexts as starting points for teaching about social justice science issues. Participants also shared their work toward framing students as transformative intellectuals by developing teacher-student relationships, building from students’ ideas, and discussing emerging ideas and efforts for student advocacy. Findings from this study underscore the need for more focused work on ways to prioritize the justice component of social justice science issues and the student advocacy component of students as transformative intellectuals so as to prepare preservice teachers to fully enact a socially just science education.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"497 - 521"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45225571","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

“This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement”: Exploring Pre-Service Science Teachers’ Conceptualizations of Justice-Centered Science Pedagogy Through a Class Social Justice Project “这种类型的教学超越了测试中的学术成就，成为衡量良好科学教育和学生成就的唯一标准”：通过课堂社会正义项目探索职前科学教师对以正义为中心的科学教育的概念

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-07-04 DOI: 10.1080/1046560X.2023.2202453

David Steele, Sophia Jeong

{"title":"“This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement”: Exploring Pre-Service Science Teachers’ Conceptualizations of Justice-Centered Science Pedagogy Through a Class Social Justice Project","authors":"David Steele, Sophia Jeong","doi":"10.1080/1046560X.2023.2202453","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2202453","url":null,"abstract":"ABSTRACT Science content, teaching, and teacher preparation are all political acts. However, accepting the political nature of science as well as that of science teaching has proven to be a hard shift for many in the science community. In this paper, we suggest a shift away from an apolitical teaching of science toward a system of practices that transforms the purposes of science education through a justice-centered science pedagogy approach. For science teachers to engage their students in this type of transformative teaching and learning, we argue that the science teachers themselves need to be immersed in conditions under which their learning experiences foregrounds the transformative power of justice centered science pedagogy. In this study, we explore a residency program, and in particular, a secondary science methods course in which pre-service teachers engaged in a social justice project exploring social justice science issues to illustrate preservice teachers’ conceptualizations of justice-centered science teaching and learning.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"478 - 496"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49468422","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

Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making 以公正为中心的多语言学习者STEM教育:职前教师意义建构的概念框架与初步探究

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-07-04 DOI: 10.1080/1046560X.2022.2130254

Scott E. Grapin, Alison Haas, N’Dyah McCoy, Okhee Lee

{"title":"Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making","authors":"Scott E. Grapin, Alison Haas, N’Dyah McCoy, Okhee Lee","doi":"10.1080/1046560X.2022.2130254","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2130254","url":null,"abstract":"ABSTRACT When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups. In the first part of this article, we extend our conceptual framework by articulating the affordances of justice-centered STEM education for one minoritized student group that has been traditionally denied meaningful STEM learning experiences: multilingual learners (MLs). Justice-centered STEM education with MLs leverages the assets that MLs bring to STEM learning, including their transnational knowledge and experiences as well as their rich repertoire of meaning-making resources, thus refuting deficit narratives of these students. To illustrate the affordances of justice-centered STEM education with MLs, we draw on examples from our instructional unit that engages students in the pressing societal challenge of the COVID-19 pandemic. In the second part of the article, we report on an initial inquiry into how 14 undergraduate pre-service teachers made sense of our conceptual framework after participating in lessons from our COVID-19 instructional unit. Findings indicated that pre-service teachers perceived both opportunities and obstacles of justice-centered STEM education with MLs. We close by discussing what it might take to prepare the next generation of teachers to disrupt systemic injustices in and out of school.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"522 - 543"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515070","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: 1

A Practice-Based Theory of Teaching Analysis of Elementary Preservice Teachers’ Prior Knowledge of Science Instruction 基于实践的教学理论——小学教师科学教学先验知识分析

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-06-30 DOI: 10.1080/1046560x.2023.2209758

Karthigeyan Subramaniam

引用次数: 0

Opportunistic Infections Among Human Immunodeficiency Virus (HIV) Infected Patients in Turkey: A Systematic Review. 土耳其人体免疫缺陷病毒（HIV）感染者的机会性感染：系统回顾。

Journal of Science Teacher Education Pub Date : 2023-06-23 eCollection Date: 2023-06-01 DOI: 10.36519/idcm.2023.214

Uğur Önal, Halis Akalın

{"title":"Opportunistic Infections Among Human Immunodeficiency Virus (HIV) Infected Patients in Turkey: A Systematic Review.","authors":"Uğur Önal, Halis Akalın","doi":"10.36519/idcm.2023.214","DOIUrl":"10.36519/idcm.2023.214","url":null,"abstract":"This study aimed to identify opportunistic infections among human immunodeficiency virus (HIV) infected patients in Turkey. Therefore, we conducted a systematic literature review of the studies published up to October 1, 2022, in the Pubmed, Web of Science (WoS), and ULAKBİM TR Dizin databases. We searched for medical subject headings (MeSH) terms of (HIV) OR (AIDS) OR (human immunodeficiency virus) AND (opportunistic infections) AND (Turkey). Fifty-five studies in Pubmed, 68 in WoS, and 212 in ULAKBİM TR Dizin were listed with these keywords. After removing duplicated studies, we included 22 original articles, two poster presentations, one short communication, one letter to the editor, and 17 case reports/series. Out of 1582 patients, we defined 788 patients (49.8%) as late presenters. In addition, we detected tuberculosis (286, 5.5%), candidal infections (207, 4%), and Pneumocystis jirovecii pneumonia (PCP) (113, 2.1%) as the most frequent opportunistic infections. According to our analysis, late presentation is a major problem in our country, and more screening and sensitization campaigns should be carried out to ensure early diagnosis and earlier care of patients.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"82-93"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10986729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74271466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lesson Planning for Three-Dimensional Learning: Elementary Teachers’ Successes and Challenges with the Crosscutting Concepts 立体学习的课程规划:横切概念下小学教师的成功与挑战

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-06-22 DOI: 10.1080/1046560x.2023.2208936

Anna Maria Arias, Brendan E. Callahan, Michael Dias, Karen Kuhel

引用次数: 0

A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning 远程视角下的课堂:教师使用数字增强教育课程材料支持学生学习的分析

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-05-26 DOI: 10.1080/1046560x.2023.2204591

Trudi Lord, Hee-Sun Lee, P. Horwitz, S. Pryputniewicz, A. Pallant

引用次数: 2

Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms 学生公平要求教师公平:教师专业化与科学课堂公平的密不可分

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-04-12 DOI: 10.1080/1046560x.2023.2170793

E. Adah Miller, L. Berland, T. Campbell

引用次数: 0

Mentoring in the Development of Science Teaching Self-Efficacy Among Primary School Teachers in Thailand: A Mixed Methods Study 泰国小学教师科学教学自我效能感发展中的辅导——一项混合方法研究

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-04-11 DOI: 10.1080/1046560x.2023.2179384

引用次数: 0

Identifying the Roles of Science Teacher Leaders in Practice 认识科学教师领导者在实践中的作用

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-04-11 DOI: 10.1080/1046560x.2023.2182017

Sara C. Heredia, Michelle H. Phillips, S. Stallings, T. Worsley, Julie H. Yu, Carrie D. Allen

引用次数: 0