Journal of Science Teacher Education最新文献_第7页

“I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course “我会战斗。我会倡导。我会告诉别人”：方法课程中刻意关注对有效基础科学教学的影响

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI: 10.1080/1046560X.2022.2151164

Julianne A. Wenner, Michele B. Carney

{"title":"“I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course","authors":"Julianne A. Wenner, Michele B. Carney","doi":"10.1080/1046560X.2022.2151164","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2151164","url":null,"abstract":"ABSTRACT Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must care about teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in caring about effective elementary science instruction (EESI). Different from other teacher dispositions, this study defines caring about elementary EESI as having the ability to articulate the value it provides to students and society and internalize the importance such that one is driven to teach science at a high level, even if they must overcome obstacles. Data were collected via two care-focused assignments, a pre/post-survey, and an interview. Findings indicate that a) for many, this course was the first time they realized the value of EESI; b) the care-focused assignments in the course allowed TCs to flesh out arguments as to why elementary science is important; and c) TCs were more assertive and specific about actions they will take in the future to support and/or advocate for EESI. Explicitly attending to the notion of caring about EESI in a science methods course is necessary if instructors are to support TCs in teaching EESI.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"770 - 791"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44444295","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 Biology Teachers’ Generic and Subject-specific Career Choice Motives 职前生物教师的一般与专业职业选择动机

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI: 10.1080/1046560X.2022.2148856

Moritz Krell

{"title":"Preservice Biology Teachers’ Generic and Subject-specific Career Choice Motives","authors":"Moritz Krell","doi":"10.1080/1046560X.2022.2148856","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2148856","url":null,"abstract":"ABSTRACT Teachers’ career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers’ career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers’ subject-specific career choice motives are widely missing. This study investigated preservice biology teachers’ (N = 168) generic and subject-specific career choice motives by using open-ended questions and applying a qualitative content analysis approach to the data analysis. Category systems with generic and subject-specific career choice motives were deductively developed and inductively refined. The findings suggest intrinsic and altruistic motives to be most prominent. In contrast to most previous studies, the extrinsic motive benefits and returns of the teaching profession was also mentioned quite often. Furthermore, the qualitative approach made it possible to differentiate between the motives subject interest in biology and relevance of biology. Only small relationships were found between the generic and the subject-specific career choice motives of the participants and between the career choice motives and sociodemographic background variables. Implications for future research and teacher education are proposed.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"732 - 750"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420707","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

Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions 教师在科学感官讨论中支持学生认识能动性的注意事项

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI: 10.1080/1046560x.2022.2155355

Christina (Stina) Krist, Nessrine Machaka, D. Voss, Nitasha Mathayas, Susan B. Kelly, Soo‐Yean Shim

引用次数: 1

Embracing the Game-Like Character of Science and Engineering Activities: A Perspective to Guide Teachers’ Instructional Decisions 拥抱科学与工程活动的游戏特征:指导教师教学决策的视角

IF 1.9

Journal of Science Teacher Education Pub Date : 2023-02-16 DOI: 10.1080/1046560X.2022.2148857

J. Pleasants

{"title":"Embracing the Game-Like Character of Science and Engineering Activities: A Perspective to Guide Teachers’ Instructional Decisions","authors":"J. Pleasants","doi":"10.1080/1046560X.2022.2148857","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2148857","url":null,"abstract":"ABSTRACT Recent science education reforms emphasize the goal of developing students’ science and engineering practices. To foreground those practices during science instruction, teachers need conceptual tools to guide their instructional decision-making. In this conceptual paper, I propose that thinking about science and engineering activities as educative games provides a useful model for designing productive educational experiences. Central to this argument is a recognition of the ways that games allow learners to experience and cultivate new forms of agency—including those aligned with the practice of science and engineering. When immersed in a game, a student/player pursues clearly defined goals using a limited set of available actions, and in doing so they act out and experience a form of agency that they might not otherwise have been able to access. Viewed in this way, science and engineering activities can be analyzed and evaluated with respect to the forms of agency that they cultivate in students, including the extent to which those forms of agency are consistent with those of science and engineering. In addition to presenting this way of thinking about science and engineering activities, this paper proposes a practical model to assist teachers in analyzing and designing science and engineering learning activities.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"751 - 769"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48782434","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

Science Teachers’ Negotiation of Professional Vision around Dilemmas of Science Teaching in a Professional Development Context 科学教师围绕专业发展语境下科学教学困境的专业视野协商

IF 1.9

Journal of Science Teacher Education Pub Date : 2022-11-18 DOI: 10.1080/1046560X.2022.2136052

J. McCausland, Jennifer Jackson, Scott McDonald, K. Bateman, A. Pallant, Hee-Sun Lee

{"title":"Science Teachers’ Negotiation of Professional Vision around Dilemmas of Science Teaching in a Professional Development Context","authors":"J. McCausland, Jennifer Jackson, Scott McDonald, K. Bateman, A. Pallant, Hee-Sun Lee","doi":"10.1080/1046560X.2022.2136052","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2136052","url":null,"abstract":"ABSTRACT Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers’ learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this study tells the story of how the four teachers negotiated professional vision for science teaching around dilemmas that emerged throughout the professional development. By taking a sociocultural perspective on professional vision, researchers can gain insight into how and what teachers learn in professional development settings because it renders teacher learning complex and nuanced. Additionally, we argue negotiating professional vision parallels sensemaking. Sensemaking around science teaching includes grappling with epistemic issues of science in addition to pedagogy and curriculum. Implications for science teacher education are discussed. Specifically, we argue learning to teach requires teachers to engage in conversations that create opportunities to “get somewhere” in relation to dilemmas they have about teaching. In this way, professional vision is an ongoing process of learning that has no endpoint or ideal articulation of teaching or science. Therefore, by framing professional vision as a process of learning we are able to push back on simplistic descriptions of teaching and science.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"689 - 706"},"PeriodicalIF":1.9,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551176","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

Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices 基础科学中的多重表征:在利用学生不同思想和实践的同时建立共同理解

IF 1.9

Journal of Science Teacher Education Pub Date : 2022-11-18 DOI: 10.1080/1046560X.2022.2143612

Ashlyn E. Pierson, D. T. Keifert, Sarah-Jo Lee, Andrea Henrie, H. Johnson, Noel Enyedy

{"title":"Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices","authors":"Ashlyn E. Pierson, D. T. Keifert, Sarah-Jo Lee, Andrea Henrie, H. Johnson, Noel Enyedy","doi":"10.1080/1046560X.2022.2143612","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2143612","url":null,"abstract":"ABSTRACT Research has explored how science teachers can create equitable learning environments. In addition, research demonstrates that representations can be powerful tools for supporting disciplinary learning and inviting and leveraging students’ diverse ideas and practices. Yet, professional development (PD) about representations has primarily focused on teachers’ knowledge of disciplinary practices rather than on how teachers can value and build upon students’ representations as resources for equitable sensemaking. In this paper, we present cases from a year-long professional development program with in-service elementary teachers designed to support science teaching with representations. Through our work with these teachers, we have illustrated an approach to using representations that supports equitable sensemaking by: (1) making space for students to create personally meaningful representations, (2) amplifying students’ representations, and (3) helping students iteratively refine their representations and ideas. These findings extend literature about inclusive science teaching by illustrating how focusing on students’ representations can support equitable sensemaking and by addressing tensions that emerge between equitable teaching, science standards that prioritize canonical knowledge and practices, and monoglossic language ideologies.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"707 - 731"},"PeriodicalIF":1.9,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46665033","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

Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design 转变科学学习框架:通过共同设计将公平承诺转化为行动

IF 1.9

Journal of Science Teacher Education Pub Date : 2022-11-15 DOI: 10.1080/1046560X.2022.2132633

Hosun Kang, J. Nation

{"title":"Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design","authors":"Hosun Kang, J. Nation","doi":"10.1080/1046560X.2022.2132633","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2132633","url":null,"abstract":"ABSTRACT In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the ‘why” of practice), instead of prescribing pedagogical activities (the “what” of practice). The five principles are: a) make it matter, b) support sense-making, c) attend to race, language, and identities, d) build a welcoming community, and e) disrupt power hierarchies. We use a co-designed high school physics unit enacted by one teacher, Ms. Davis (pseudonym), as an illustrative case to contextualize our overall data analysis in three physics classrooms. We examine what teachers did, guided by each design principle, including when they planned lessons, interacted with students during instruction, and assessed student learning. We discuss the affordances of a well-designed conceptual tool in addressing the problem of enactment by productively mediating co-design toward transformative and consequential learning.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"667 - 687"},"PeriodicalIF":1.9,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812483","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

Connecting the Science Practices to Teaching and Learning: Preservice Elementary Teachers’ Professed and Intended Beliefs 将科学实践与教学联系起来：保持小学教师的专业信念和意向信念

IF 1.9

Journal of Science Teacher Education Pub Date : 2022-10-18 DOI: 10.1080/1046560X.2022.2130258

Adam Bennion, E. Davis

{"title":"Connecting the Science Practices to Teaching and Learning: Preservice Elementary Teachers’ Professed and Intended Beliefs","authors":"Adam Bennion, E. Davis","doi":"10.1080/1046560X.2022.2130258","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2130258","url":null,"abstract":"ABSTRACT Preservice elementary teachers need to be able to engage young students in science practices but may not have extensive experiences with those practices. They also may have contrasting beliefs about them, which inform their teaching practice. To understand preservice teachers’ beliefs related to science practices, we focus on the connections they made between the practices and teaching and learning. We followed nine participants from a physics content course, into a science methods course, and through their student teaching, collecting data including interviews, reflections, and lesson plans. We used our analyses of interviews and reflections to identify participants’ “professed beliefs,” and of lesson plans to identify “intended beliefs”; from the analysis, we developed a description of teaching and learning beliefs such as Autonomy & Curiosity and Develop Scientific Skills. The professed and intended beliefs of the participants formed connected clusters. We also found cases where these beliefs conflicted conceptually (e.g., when deciding to include many or fewer practices in each lesson or if the science practices are unique to science or can be applied generally). Our findings suggest that teacher educators need to be aware of more than just the professed beliefs of their preservice teachers. They should look for evidence of these beliefs in preservice teachers’ intentions as well.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"645 - 666"},"PeriodicalIF":1.9,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43917128","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

Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education 挪威教师教育者对科学教师教育中探究式教学的思考

IF 1.9

Journal of Science Teacher Education Pub Date : 2022-10-12 DOI: 10.1080/1046560X.2022.2125623

Tonje Tomine Seland Strat, K. Jegstad

{"title":"Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education","authors":"Tonje Tomine Seland Strat, K. Jegstad","doi":"10.1080/1046560X.2022.2125623","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2125623","url":null,"abstract":"ABSTRACT Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how IBSE is implemented in teacher education for primary and lower secondary levels (years 1–10) to prepare PSTs for their professional practice as science teachers. This is explored through an interview study conducted at seven teacher education institutions in Norway. The results reveal that teacher educators implement IBSE in different ways and to different extents. In the interviews, they discuss the use of various scaffolding models and describe specific examples of teaching activities and how they included literature and mandatory work in addition to reflections on the opportunities and challenges related to IBSE in teacher education. Based on these results, we examine three issues related to the implementation of IBSE: 1) how IBSE is implemented (whether science teacher educators prioritize giving PSTs experience in inquiry-based methods in the learner role or the teacher role), 2) how often IBSE is implemented (whether educators focus on single examples or have a plan for progression), and 3) the intention of IBSE implementation (whether IBSE is taught as a product or a process). Based on these issues, we provide recommendations for how IBSE can be implemented in science teacher education.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"624 - 644"},"PeriodicalIF":1.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47998683","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

Correction 修正

IF 1.9

Journal of Science Teacher Education Pub Date : 2022-10-07 DOI: 10.1080/1046560x.2022.2133316

E. C. Miller, E. Reigh, L. Berland, J. Krajcik

引用次数: 0