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.
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.
The idea that middle school students hold stereotypic representations or impressions of scientists is not new to the field of science education (Barman, 1997; Finson, 2002; Fort & Varney, 1989; Steinke et al., 2007). These representations may match the way scientists are often portrayed in the media in terms of their race (i.e., white), gender (i.e., male), the way they dress (i.e., lab coat, glasses, wild hair), their demeanor (i.e., nerdy, eccentric, anti-social), and where they work (i.e., in a laboratory by themselves). Bringing scientists into classrooms to collaborate with students and teachers has been shown to positively influence students’ perceptions of scientists and their work (Bodzin & Gerhinger, 2001; Flick, 1990). However, the planning and collaboration involved in this in-person work can be challenging, complex, and time consuming for both teachers and visiting scientists. Advances in classroom technologies have opened up new opportunities for disrupting problematic representations and supporting students in developing more expansive perceptions of science and scientists. This paper explores the collaboration between a middle school science teacher, five visiting scientists, and a science teacher educator around the development and implementation of a week long virtual visiting scientist program for middle school students. The impact the program had on the teacher’s ongoing practice and on students’ self-reported perceptions of science and scientists is also examined.
Preservice science teachers are often asked to teach STEM content. While coding is one of the more popular aspects of the technology portion of STEM, many preservice science teachers are not prepared to authentically engage students in this content due to their lack of experience with coding. In an effort to remedy this situation, this article outlines an activity we developed to introduce preservice science teachers to computer science concepts such as pseudocode, looping, algorithms, conditional statements, problem decomposition, and debugging. The activity and discussion also support preservice teachers in developing pedagogical acumen for engaging K-12 students with computer science concepts. Examples of preservice science teachers’ work illustrate their engagement and struggles with the ideas and anecdotes provide insight into how the preservice science teachers practiced teaching computer science concepts with 6th grade science students. Explicit connections to the Next Generation Science Standards are made to illustrate how computer science lessons within a STEM course might be used to meet Engineering, Technology, and Application of Science standards within the NGSS.
- 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.
‘Making’ describes a process of iterative fabrication that draws on a DIY mindset, is collaborative, and allows for student expression through the creation of meaningful products. While making and its associated practices have made their way into many K-12 settings, teacher preparation programs are still working to integrate making and maker activities into their courses. This paper describes an end-of-semester maker project designed to introduce preservice science teachers to making as an educational movement. The project was implemented in two different higher education contexts, a public university secondary STEM introduction to teaching course and a private university elementary science methods course. The purpose of this article is to share this work by articulating the fundamental elements of the project, describing how it was enacted in each of the two settings, reviewing insights gained, and discussing possibilities for future iterations. The project’s instructional strategies, materials, and insights will be useful for those interested in bringing making into science teacher preparation.
Keywords: constructionism; making; preservice; project-based; science education
Adaptive learning allows students to learn in customized, non-linear pathways. Students demonstrate prior knowledge and thus focus their learning on challenging content. They are continually assessed with low stakes questions allowing for identification of content mastery levels. A science methods course for preservice teachers piloted the use of adaptive learning. Design and implementation are described. Instructors need to realistically consider the time required to redesign a course in an adaptive learning system and to develop varied and numerous assessment questions. Overall, students had positive feelings toward the use of adaptive learning. Their mastery levels were not as high as anticipated by the instructor. The student outcomes on their summative assessment did not show high levels of transfer of the key content.
Keywords: Adaptive Learning, Science Methods, Pedagogy, Course Design
There are many affordances of integrating classroom-based global collaboration (CBGC) experiences into the K-12 STEM classroom, yet few opportunities for STEM preservice teachers (PST) to participate in these strategies during their teacher preparation program (TPP). We describe the experiences of 12 STEM PSTs enrolled in a CBGC-enhanced course in a TPP. PSTs participated in one limited communication CBGC (using mathematics content to make origami for a global audience), two sustained engaged CBGCs (with STEM PSTs and in-service graduate students at universities in Belarus and South Korea), and an individual capstone CBGC-infused project-based learning (PBL) project. Participating STEM PSTs reported positive outcomes for themselves as teachers in their 21st century skills development and increased pedagogical content knowledge. Participants also discussed potential benefits for their students in cultural understanding and open-mindedness. Implementation of each of these CBGCs in the STEM PST course, as well as STEM PST instructors’ reactions and thoughts, are discussed.
- Categories: Biological Sciences, Elementary Education, High School, Inservice Teacher Preparation, Middle School, and Physical Sciences
- Tags: academic language, backward design, culturally responsive practice, English learners, instructional design, language development, linguistically responsive practice, and Understanding by Design
- Publication: Issue 3 and Volume 4
Recent educational policy reforms have reinvigorated the conversation regarding the role of language in the science classroom. In schools, the Next Generation Science Standards have prompted pedagogical shifts yielding language-rich science and engineering practices. At universities, newly required performance-based assessments have led teacher educators to consider the role of academic language in subject-specific teaching and learning. Simultaneous to these policy changes, the population has continued to diversify, with schools welcoming students who speak hundreds of different languages and language varieties at home, despite English continuing as the primary medium of instruction in science classrooms. Responding to these policy and demographic shifts, we have designed an innovation to prepare teachers and teacher candidates to design instruction that promotes students’ disciplinary language development during rigorous and meaningful science instruction. We add a language lens to the widely used Understanding by Design® framework, emphasizing inclusion and integration with what teachers already do to design science curriculum and instruction, rather than an add-on initiative that silos language development apart from content learning. This language lens merges the principles of culturally and linguistically responsive practice with the three stages of backward instructional design to support educators in designing effective and engaging science instruction that promotes language development and is accessible to the growing number of students from linguistically diverse backgrounds.
This paper examines a lesson development, implementation, revision, and reflection cycle used to support preservice secondary science teachers in learning to teach English learners (ELs) effectively. We begin with a discussion of our framework for teaching reform-based science to ELs – four principles of effective EL instruction and three levels of language – that shaped both our science methods course, more generally, and the lesson cycle, in particular. We then present a model lesson implemented in the methods course that highlighted these principles and levels for our preservice teachers. Next, we describe how preservice teachers used their participation in and analysis of this model lesson as a starting point to develop their own lessons, engaging in a process of development, implementation, revision, and reflection around our EL principles and language levels. We close with a description of our course innovation, viewed through the lens of the preservice teachers. We attempt to provide practical insight into how other science teacher educators can better support their preservice teachers in effectively teaching ELs.