This article describes the use of an online professional learning community within the context of K-8 science education methods courses. The article describes the unique usage of the learning community with preservice teachers at different certification levels within the context of five distinct universities. While each approach is different there exists commonalities of usage. Specifically, the site is used to develop mastery of science content, exposure to pedagogical content knowledge, and classroom activities that focus on authentic science practices. Each case provides specific details of how the preservice teachers were immersed into a learning community that can serve them throughout their teaching career.
- Categories: Biological Sciences, Biology, Chemistry, Early Childhood Education, Earth/Space Science, Elementary Education, Engineering, Environmental Science, High School, Integrated STEM, Middle School, Physical Sciences, Physics, Preservice Teacher Preparation, and Technology
- Publication: Issue 3 and Volume 3
The nature of science (NOS) has long been an essential part of science methods courses for elementary and secondary teachers. Consensus has grown among science educators and organizations that developing teacher candidate’s NOS knowledge should be one of the main objectives of science teaching and learning. Cobern and Loving’s (1998) Card Exchange is a method of introducing science teacher candidates to the NOS. Both elementary and secondary teacher candidates have enjoyed the activity and found it useful in addressing NOS - a topic they tend to avoid. However, the word usage and dense phrasing of NOS statements were an issue that caused the Card Exchange to less effective than intended. This article describes the integration of constructivist cross-curricular literacy strategies in the form of a NOS statement review based on Cobern and Loving’s Card Exchange statements. The use of literacy strategies transforms the Card Exchange into a more genuine, meaningful, student-centered activity to stimulate NOS discussions with teacher candidates.
The Next Generation Science Standards present a bold vision for meaningful, quality science experiences for all students. Yet students with disabilities continue to underperform on standardized assessments while persons with disabilities remain underrepresented in science fields. Paramount among the factors contributing to this disparity is that science teachers are underprepared to teach students with disabilities while special education teachers are similarly ill-prepared to teach science. This situation creates a pedagogical and moral dilemma of placing teachers in classrooms without ample preparation, thereby guaranteeing attitudinal and practical barriers. To address this challenge, the authors of this manuscript developed a novel project in which, through voluntary participation, members of Ohio University’s National Science Teachers Association student chapter co-planned and co-taught inclusive science lessons with members of the university’s Student Council for Exceptional Children at the Ohio Valley Museum of Discovery, a local hands-on discovery museum. This manuscript describes the motivation for, methods, and findings from the project, as well as recommendations for other programs wishing to implement a similar model.
Podcasts (like “You are Not So Smart”, “99% Invisible”, or “Radiolab”) are becoming a popular way to communicate about science. Podcasts often use personal stories to connect with listeners and engage empathy, which can be a key ingredient in communicating about science effectively. Why not have your students create their own podcasts? Personal science stories can be useful to students as they try to connect abstract science concepts with real life. These kinds of stories can also help pre-service elementary or secondary teachers as they work towards understanding how to connect science concepts, real life, and literacy. Podcasts can be powerful in teaching academic language in science because through producing a podcast, the student must write, speak, and listen, and think about how science is communicated. This paper describes the personal science podcast assignment that I have been using in my methods courses, including the literature base supporting it and the steps I take to support my teacher candidates in developing, writing, and sharing their own science story podcasts.
In this article, we describe an innovative, 6-course, 18-credit post-baccalaureate certificate (PBC) program for pre-kindergarten through grade six teachers (PreK-6) in Integrated Science, Technology, Engineering and Mathematics (iSTEM) Instructional Leadership. Here, the acronym, “iSTEM,” refers to education that not only addresses each of the S, T, E and M subjects, but also emphasizes the connections among them. We collaboratively contributed to the development of the program, and teach courses within it. The program graduated its pilot cohort of teachers in 2015, is running its second cohort, and is recruiting for a third. The article summarizes the program’s origins and integration approach and key aspects of program design. Those key aspects include: make-up of the program team; a deliberate course sequence; decrease in structure (and increase in more open-ended, student-centered learning approaches) over time in the program; and movement in the program from growth as an iSTEM teacher towards growth as iSTEM teacher leader. Each of the courses is described in greater detail, followed by a discussion of program assessment and evaluation. The article concludes with our reflections about the program’s challenges and successes thus far.
We describe a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines. The conceptual storyline of a lesson refers to sequencing its scientific concepts and activities to help students develop a main scientific idea and, often, is an implicit component of a lesson plan. The four steps of this learning strategy are, 1) Building awareness of conceptual storylines; (2) Analyze the coherence of the conceptual storyline of existing lessons; (3) Creating an explicit conceptual storyline as part of the planning process; and (4) Promote conceptual coherence throughout the storyline. We provide examples of how these steps were developed in our professional development program as well as evidence of teachers’ learning. We also discuss practical implications for using conceptual storylines in professional development for science teachers.
The third space of teacher education (Zeichner, 2010) bridges the academic pedagogical knowledge of the university and the practical knowledge of the inservice K-12 teacher. A third space elementary science methods class was taught at a local elementary school with inservice teachers acting as mentors and allowing preservice teachers into their classes each week. Preservice teachers applied the pedagogical knowledge from the course in their elementary classrooms. The course has been revised constantly over six semesters to improve its logistics and the pre-service teacher experience. This article summarizes how the course has been developed and improved.
In this article, we describe the design and use of multimedia modules to support teacher learning of the practice of scientific argumentation. We developed four multimedia modules, available online for use in professional development or preservice classes, incorporating research-based features designed to support teacher learning of argumentation. Specifically, the features underlying the design of the modules include: (1) providing images of practice, (2) problematizing instruction, (3) offering the student perspective, and 4) encouraging teacher reflection. Each module supports teacher educators in engaging teachers in learning about argumentation through activities utilizing these features. We describe the rationale for designing multimedia teacher learning modules that incorporate these features. We also describe how these features are incorporated into learning activities by focusing on one session from one module. We then illustrate the utility of these modules by providing one example of how these resources can assist teacher educators to support particular district goals around argumentation by adapting and modifying the modules. This article features the ways these online modules are an innovative support for teacher learning, by providing multimedia resources and the opportunity for increased user flexibility. Finally, we discuss some preliminary findings around teachers’ use of the features in these learning modules.
This article discusses the Home Inquiry Project which is part of a science methods course for elementary preservice teachers. The aim of the Home Inquiry Project is to enhance elementary preservice teachers’ understanding of the scientific inquiry process and increase their confidence and motivation in incorporating scientific inquiry into learning experiences they plan for their future students. The project immerses preservice teachers in the process of scientific inquiry and provides them with an opportunity to learn about and utilize scientific practices such as making observations, asking questions, predicting, communicating evidence, and so forth. Preservice teachers completing this project perceive their experiences favorably, recognize the importance of understanding the process of science, and reflect on the application of this experience to their future classroom science instruction. This project has immense implications for the preparation of a scientifically literate and motivated teacher population who will be responsible for cultivating a scientifically literate student population with a positive attitude and confidence in science.
This paper describes a collaborative project in which elementary education (ELED) majors partnered with recreation majors (RM) to develop and implement science lessons in the outdoors. ELED and RM students both need experiential learning to accomplish respective skill sets in multiple settings. The purpose of this project was to provide both undergraduate groups with “real-life” experiences related to their respective fields and in doing so, to promote science learning in natural spaces. ELED and RM students co-constructed inquiry-based lessons and related recreational activities for implementation with 5th grade students. The researchers provide an overview of the project and describe the actions, benefits and outcomes of this university partnership.