Science teacher leadership has been identified as an important factor in the improvement of science education. However, there is wide variation in how leadership roles are assigned or taken up by science teachers. This makes designing professional development for science teacher leaders challenging. In this article, we present an activity designed to support science teacher leaders in identifying the leadership roles they occupy and the roles they would like to develop further through professional development. We present data from a group of science teacher leaders who participated in a professional learning program supported by a large science museum. Based on the data we collected, we provide a snapshot of how we interpreted that data and identify professional learning needs and possible resources for the science teacher leaders in the program.
In this article, we describe our implementation of an innovative approximation of practice in teacher education: chat-based role-play. In so doing, we share our collective experiences as teacher educators about how the preservice teachers (PSTs) across our four methods courses—two elementary science courses, one elementary mathematics course, and one middle school mathematics course—practiced eliciting students’ initial arguments about a matter investigation (for science) or a fractions or ratio problem (for mathematics). The chat-based role-play to which we refer involves a one-on-one, 7-minute-long, teacher–student typed chat in which the teacher aims to elicit the student’s claim and evidence-based reasoning (for science) or justification (for math). We used Eliciting Learner Knowledge (ELK; https://tsl.mit.edu/practice_space/eliciting-learner-knowledge/), a multiplayer option in the Teacher Moments online platform from the MIT Teaching Systems Lab that is free and available for public use, to support this role-playing experience; however, we also explain how other platforms (e.g., Google Docs) can achieve a similar effect. In this article, we describe (a) the affordances of typed chat-based role-play; (b) the ELK platform and elementary science chat as an example; (c) the ways in which we prepared PSTs for their chats, formatted their chat experiences, and asked them to reflect after the chats; (d) how our PSTs benefitted from preparing for, engaging in, and debriefing from these chats; (e) implementation challenges and associated suggestions; and (f) alternate ways of conducting typed chat-based role-play in methods courses. Content-specific examples throughout the article are from science.
Implementation of the Next Generation Science Standards (NGSS; NGSS Lead States, 2013) 3D learning that is well aligned with the performance expectations has been challenging for many science teachers. Furthermore, studies on curriculum materials for NGSS have rarely provided templates or guidelines that are straightforward for teachers to use in their science classes. This project aimed to provide professional development opportunities to middle school teachers (Grades 5–8) through a workshop designed to facilitate the integration of NASA’s educational resources into science lessons aligned with the NGSS 3D learning framework. The workshop included a conceptual model (i.e., 3D Into 5E), lesson templates, and sample lessons. Specifically, the project activities were designed to improve the participating teachers’ space-science content knowledge and instructional strategies, thereby enabling them to capture their students’ interest and channel it toward related STEM careers. Although the BSCS 5E Instructional Model (Bybee et al., 2006) is not a new concept, this project has demonstrated its efficacy as a template for effectively integrating the three dimensions of NGSS with related phenomena in science teaching. This project has not only demonstrated the effectiveness of the 5E model as a tool for promoting a deeper understanding of scientific concepts but also innovatively incorporated hands-on space-science activities to enhance its impact. By engaging teachers in these activities, the project improved their ability to modify instructional materials using the 3D Into 5E template, ultimately leading to a more engaging and impactful learning experience for their students. The study’s results showed that participating teachers experienced significant improvements in their space-science content knowledge and teaching confidence, indicating the effectiveness of this innovative approach. The teachers also reported high levels of student engagement and enjoyment during space-science activities, indicating the potential of this approach to enhance student-centered learning and improve the quality of science instruction delivered to students. Overall, this project’s innovative approach has the potential to transform science education by providing teachers with practical tools and strategies to engage students in science and promote a deeper understanding of space-science concepts.
- Categories: Middle School
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Elementary Education, Engineering, Environmental Science, High School, Inservice Teacher Preparation, Integrated STEM, Middle School, Physical Sciences, Physics, Preservice Teacher Preparation, and Technology
- Tags: learning, social dimensions, socioscientific issues, and teaching
- Publication: Issue 2 and Volume 8
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms (Sadler et al., 2006; Saunders & Rennie, 2013), and one of the most prominent reasons for this struggle is science teacher concerns and hesitation associated with incorporating social dimensions of the issues into their instruction (Friedrichsen et al., 2021). The purpose of this article is to provide science teacher educators with tools to help teachers better manage the integration of the social dimensions of SSI in issues-based teaching. In doing so, we suggest an expansion of the SSI-TL framework such that it more explicitly highlights pathways for focusing on the social dimensions of SSI within science learning environments. These pathways emerged as a result of a joint effort with nine high school science teachers as they developed a unit related to COVID-19; however, the pathways support science teachers as they implement science learning experiences that provide opportunities to negotiate social dimensions across most SSI. The pathways include systems mapping, connecting analysis to policy positions, media literacy, and social justice. We present how following each pathway integrates the social dimension of the focal issue, an example from the COVID-19 unit, evidence of success, and future considerations for science teacher educators as they help classroom teachers adopt an SSI approach.
This article showcases a lesson for preservice teachers designed to better prepare them in making instructional choices that support teaching and learning about complex socioscientific issues (SSI). Many of society’s most pressing social issues require the understanding and application of scientific knowledge. To do so, individuals must navigate not only the scientific dimensions of the issue, but also the moral considerations that arise from the application of scientific knowledge to these complex issues. We begin this article with a discussion of a framework for effective SSI-based teaching followed by a discussion of the unique challenges to teaching and learning that are posed by engaging students with complex, moral issues such as SSI. We then outline a lesson in which preservice teachers were exposed to two example SSI-based lessons. One lesson was designed to exacerbate challenges associated with engaging with morally fraught issues, whereas the other was designed to mitigate these challenges. Throughout this experience, students were encouraged to reflect on their experiences from their perspective as students and as developing teachers. This article concludes with recommendations for practitioners who may wish to implement this lesson, including suggestions for possible adaptations.
Providing ongoing support for inservice teachers is a challenge faced by school districts, educational organizations, and colleges of education everywhere. In this article, we describe a partnership between a community-based educational organization and educational researchers designed to provide professional development and support for science and math teachers while also supporting youth participating in a summer STEM program. Originating from an identified need of the community organization to better support youth STEM identity in their programming and rooted in a framework of STEM identity and equity in STEM, this partnership leveraged resources from different groups and was shown to be beneficial to the community organization, educational researchers, teachers, and youth. It this article, we discuss the logistics of this partnership and how it was implemented during a summer program, provide outcomes from youth and teachers, and include suggestions for the development of similar partnerships.
The Covid-19 pandemic resulted in a pivot to online instruction for our university and the surrounding K–12 schools. The instructors of the Classroom Interactions course faced the challenge of developing an online version of a course we had never taught that included a class-based field experience. During the fall semester, we struggled to recruit secondary students to participate in preservice teacher (PST) lessons, so we invited homeschool students to participate in the spring semester. This article outlines our approach to inviting homeschool students to participate in online PST-developed lessons. We outline our approach to utilizing the 5 Practices for Orchestrating Task-Based Discussions in Science (Cartier et al., 2013) to develop lessons, and we share PST and parent feedback on the experience. Additionally, we share the lessons we learned from this experience and suggestions for other teacher educators who may be interested in inviting homeschool students to participate in PST-developed field experiences. PSTs were able to focus on their lesson objective, instruction, and discourse moves for leading productive discussions because the PSTs and students did not experience many of the typical classroom distractions or behavioral issues that can occur during in-person learning in a school setting. Teacher educators interested in having more autonomy and input into how course-based field placements are implemented are encouraged to explore options to include homeschool students in-person or virtually.
- Categories: Middle School
The use of video to support preservice teacher development is becoming increasingly common. However, research on teacher noticing indicates that novices need tools to focus their attention on students’ disciplinary ideas. This article describes a course designed for secondary science teachers that incorporates video analysis as a core part of repeated learning cycles. Of particular interest is how well the video-analysis tasks and tools support PSTs in learning to plan, enact, analyze, and reflect on instruction. A qualitative analysis of PSTs’ video annotations, lesson-analysis guides, and written reflections reveals that PSTs in the course developed a disposition towards responsive instruction and leveraged evidence of student thinking in their analyses of the effectiveness of their instruction. Lesson-analysis guides appear to be the tool PSTs relied on the most to inform their written reflections. Further investigation on how best to structure video analysis will help further refine the use of video in teacher education.