In this article, we discuss a novel approach to course-based undergraduate research experiences (CURE) by exploring the impact of a near-peer configuration within three courses: the Elementary Science Education and Secondary Science Methods courses for education students and the Dimensions of Biodiversity course for students in the biological sciences. We were interested in understanding how students from education would benefit from partnering with students from the sciences and vice versa. We discuss our approach to designing and implementing the near-peer approach along with extended details regarding the process for research groups. We used a modified Undergraduate Research Student Self-Assessment (URSSA) to understand how science and science education majors influence one another in developing researcher identity, including scientific literacy and communication skills, after engaging in a near-peer structured CURE. Our results show that most science education students reported increased interest in conducting research in the future and some biology students reported an increased interest in teaching science. Logistical and interpersonal relationships were noted as the primary adverse challenges to implementation. Future programming and research efforts should expand to include other scientific disciplines and pay close attention to interpersonal dynamics, especially during the matchmaking phase.
The phrase "funds of knowledge" refers to a contemporary science education research framework that provides a unique way of understanding and leveraging student diversity. Students’ funds of knowledge can be understood as the social relationships through which they have access to significant knowledge and expertise (e.g., family practices, peer activities, issues faced in neighborhoods and communities). This distributed knowledge is a valuable resource that might enhance science teaching and learning in schools when used properly. This article aims to assist science methods instructors and secondary classroom teachers to better understand funds of knowledge theory and to provide numerous examples and resources for what this theory might look like in practice.
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Environmental Science, High School, Inservice Teacher Preparation, Integrated STEM, Middle School, Physical Sciences, Physics, and Preservice Teacher Preparation
- Tags: alternatively certified science teachers, socially relevant science education, and Sustainability education
- Publication: Issue 2 and Volume 6
In today’s society, we face many complex environmental, social, and economic challenges that can be addressed through a lens of sustainability. Furthermore, our efforts in addressing these challenges must be collective. Science education is foundational to preparing students with the knowledge, skills, and dispositions to engage in this work in professional and everyday capacities. This article describes a teacher education project aimed at preparing middle and secondary preservice and alternatively certified science teachers to teach through a lens of sustainability. The project was embedded within a middle and secondary science teaching methods course. Work produced by the teacher candidates, including case-study research presentations and week-long instructional plans, is described.
- Categories: Biological Sciences, Biology, Earth/Space Science, Environmental Science, High School, Inservice Teacher Preparation, and Middle School
- Tags: critical consciousness, culturally relevant pedagogy, culturally responsive teaching, Inquiry, and instructional case study
- Publication: Issue 1 and Volume 6
Culturally relevant and responsive science instruction includes support of students’ socio-political, or critical, consciousness. A lack of experience with marginalization, and limited attention to critical perspectives in science content and methods courses, however, may leave educators ill-equipped to address intersections of diversity, equity, and science instruction. Curriculum is needed that supports critical consciousness development among science teachers and their students. We describe an innovation, a critical inquiry case study, designed to address this essential facet of culturally relevant pedagogy. Design research methodology guided our development of an interrupted, historical case study employed as part of a four-day professional development workshop for secondary science teachers. In addition to provoking critical awareness and agency, the case study was designed to highlight ways that science itself may create or perpetuate inequities, or serve as a tool for liberation, a content-specific construct we call critical science consciousness. Implementation of the critical case study and participating teachers’ interactions with case materials are described. In addition, we highlight learning goals developed to support critical science consciousness and provide insights into ways teachers exhibited growth in each area. Teachers report heightened understanding of the role science plays in perpetuating inequities, transformations in ways they think about systemic inequities that impact students and families, and growing awareness of the possibilities inherent in teaching science for liberation.
This paper describes a teaching intervention that promotes secondary preservice science teachers’ (PSTs’) ability to enact responsive teaching. The intervention uses a modified version of rehearsals (Lampert et al., 2013) to enhance PSTs’ ability to enact a core practice: eliciting, interpreting, and using student thinking. In the intervention, PSTs have opportunities to decompose the core practice represented in classroom video clips and to approximate the practice in rehearsals. The intervention has three unique features: (1) student actors who simulate the complex classroom interactions inherent in responsive classrooms; (2) opportunities to view and analyze how different teachers (i.e., own, peers, and unfamiliar teachers) enact the core practice; and (3) opportunities for PSTs to reflect upon their own rehearsal videos filmed from multiple vantage points in the same classroom using innovative video technology such as point-of-view (POV) camera goggles. We describe what we have learnt from analyzing the PSTs’ views on the intervention in terms of their perceived learning from the intervention as well as whether and how the unique features of the intervention supported their learning. We also share the lessons learned and advice that we would like to share with other science teacher educators, especially in terms of how to better use and integrate innovative video technology such as POV footage into the teaching interventions to promote responsive teaching.
There appears to be consensus that the use of video in science teacher education can support the pedagogical development of science teacher candidates. However, in a comprehensive review, Gaudin and Chaliès (2015) identified critical questions about video use that remain unanswered and need to be explored through research in teacher education. A critical question they ask is, “How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom?” (p. 57). This paper shares the efforts of a collaborative of science teacher educators from nine teacher preparation programs working to answer this question. In particular, we provide an overview of a theoretically-constructed video analysis framework and demonstrate how that framework has guided the design of pedagogical tools and video-based learning experiences both within and across a variety of contexts. These contexts include both undergraduate and graduate science teacher preparation programs, as well as elementary and secondary science methods and content courses. Readers will be provided a window into the planning and enactment of video analyses in these different contexts, as well as insights from the assessment and research efforts that are exploring the impact of the integration of video analysis in each context.
This paper describes the experiences of three science educators who used student-generated photographs in their methods classes. The paper explains the impetus for the idea and includes a summary of the literature that supports the use of photographs to teach science. The authors explain the process that they used in their classes and share examples of student-generated photographs. The paper concludes with a summary of the benefits that the authors felt occurred through the use of the photographs including the building of community within the classes and the encouragement of the preservice teachers’ identity as science learners and future science teachers.
With the shifts in science teaching and learning suggested by the Framework for K-12 Science Education, in-service science teachers are being asked to re-envision their classroom practices, often with little support. This paper describes a unique partnership between a school district and a university College of Education, This partnership began as an effort to support in-service science teachers of all levels in the adoption of new science standards and shifts towards 3-dimensional science teaching. Through this partnership, we have implemented regular "Share-A-Thons," or professional development workshops for in-service science teachers. We present here the Share-A-Thons as a model for science teacher professional development as a partnership between schools, teachers, and university faculty. We discuss the logistics of running the Share-A-Thons, including challenges and next steps, provide teacher feedback, and include suggestions for implementation.
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Environmental Science, High School, Physical Sciences, Physics, and Preservice Teacher Preparation
- Tags: education reform, preservice teachers, socioscientific issues, SSI, and teacher education
- Publication: Issue 3 and Volume 5
Socioscientific issues (SSI) are contentious and ill-structured societal issues with substantive connections to science, which require an understanding of science, but are unable to be solved by science alone. Consistent with current K-12 science education reforms, SSI based teaching uses SSI as a context for science learning and has been shown to offer numerous student benefits. While K-12 teachers have expressed positive perceptions of SSI for science learning, they cite uncertainty about how to teach with SSI and lack of access to SSI based curricular materials as reasons for not utilizing a SSI based teaching approach. In response to this need we developed and taught a multi-phase SSI Teaching Module during a Science Methods course for pre-service secondary teachers (PSTs), designed to 1) engage PSTs as learners in an authentic SSI science unit; 2) guide PSTs in making sense of an SSI approach to teaching and learning; and 3) support PSTs in designing SSI-based curricular units. To share our experience with the Teaching Module and encourage teacher educators to consider ways of adapting such an approach to their pre-service teacher education contexts, we present our design and resources from the SSI Teaching Module and describe some of the ways PSTs described their challenges, successes, and responses to the experience, as well as considerations for teacher educators interested in introducing PSTs to SSI.
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Elementary Education, Engineering, Environmental Science, Integrated STEM, Middle School, Physical Sciences, Physics, and Preservice Teacher Preparation
- Tags: framework, methodology, science, and teacher preparation
- Publication: Issue 2 and Volume 5
Undergraduate preservice teachers examined the Science Texts Analysis Model during a university course. The Science Texts Analysis Model is designed to support teachers as they help students prepare to engage with the arguments in science texts. The preservice teachers received instruction during class time on campus before employing the model when teaching science to elementary and middle school students in Baltimore city. This article describes how the preservice teachers applied their knowledge of the Science Texts Analysis Model within this real world context. Preservice teachers’ reactions to the methodology are examined in order to provide recommendations for future college courses.