Instructional Pathways to Considering Social Dimensions Within Socioscientific Issues

by Rebecca Rawson Lesnefsky, University of North Carolina – Chapel Hill; Troy Sadler, University of North Carolina; Li Ke, University of Nevada-Reno; & Pat Friedrichsen, University of Missouri

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.

Preparing Preservice Teachers to Help Elementary Students Develop Persuasive Science Writing

by Keri-Anne Croce, Towson University; & Lucy Spence, University of South Carolina

To inspire change in the world, scientists must be agile communicators who can persuade different audiences around the globe. Persuasive science writing must reflect an understanding of how culture and language influence audiences in different ways. Examples of scientific writing designed for different audiences around the globe include pamphlets describing safe masking practices or public-service announcements about climate change. Preservice teachers must prepare the next generations of scientists to think of science content in conjunction with communication. This has created a high demand for university programs to prepare preservice teachers to teach elementary students how to create persuasive science writing. The International Science Text Analysis Protocols (ISTAP) teaching methodology was designed to help preservice teachers guide elementary students to develop tools for creating persuasive science writing. This article details how university programs may use ISTAP to support preservice teachers before, during, and after school placements. As linguistic and cultural diversity within science classrooms in the United States continues to expand, students will bring diverse resources into conversations centering on persuasive science writing. As university faculty guide preservice teachers through ISTAP, they are emphasizing diversity within science classrooms and supporting equity within STEM.

Research-Community Partnerships to Support Teacher Professional Learning

by Katherine Wade-Jaimes, University of Nevada Las Vegas; Rachel Askew, Freed-Hardeman University; Cullen Johnson, Memphis Teacher Residencey; & Chuck Butler, Memphis Teacher Residency

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.

From Pandemic Pivot to Community Outreach: Homeschool Students as Participants for Course-Based Field Placements

by Ronald S. Hermann, Towson University; & Maureen G. Honeychuck, Towson University

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.

Implementing a Mentoring Program for Beginning Secondary STEM Teachers: Conceptualization and Lessons Learned

by Lara Smetana, Loyola University Chicago; Krishna Millsapp, Loyola University Chicago; Megan Leider, Loyola University Chicago; & Mark Johnson

The importance of attending to teachers’ transition from student to teacher (i.e., induction period) is increasingly recognized. This article describes efforts to develop, implement, and iteratively revise a mentoring program for beginning secondary science and mathematics teachers. We explain the conceptualization of the program in terms of four dimensions of teachers’ professional practice and varying mentoring approaches and formats. Examples of mentoring program components illustrate the program design. Lessons learned from the first 2 years are explored utilizing participant data as evidence. Plans for our program are discussed as well as implications for other teacher education programs.

From Theory to Practice: Funds of Knowledge as a Framework for Science Teaching and Learning

by Tyler St. Clair, Longwood University; & Kaitlin McNulty, Norwood-Norfork Central School

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.

Supporting Middle and Secondary Science Teachers to Implement Sustainability-Themed Instruction

by Sheron L. Mark, PhD, University of Louisville, College of Education and Human Development, 1905 S 1st Street, Louisville, KY 40292

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.

Using Student Actors and Video-Mediated Reflection to Promote Preservice Teachers’ Ability to Enact Responsive Teaching

by Kennedy Kam Ho Chan, The University of Hong Kong; Steven Ka Kit Yu, The University of Hong Kong; & Roy Ka Ho Sin, The University of Hong Kong

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.

The Framework for Analyzing Video in Science Teacher Education and Examples of its Broad Applicability

by Anna Arias, Kennesaw State University; Brett Criswell, West Chester University; Josh A. Ellis, Florida International University; Lawrence Escalada, University of Northern Iowa; Michelle Forsythe, Texas State University; Heather Johnson, Vanderbilt University; Donna Mahar, SUNY Empire State College; Amy Palmeri, Vanderbilt University; Margaret Parker, Illinois State University; & Jessica Riccio, Columbia University

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.

A 20-year Journey in Elementary and Early Childhood Science and Engineering Education: A Cycle of Reflection, Refinement, and Redesign

by Cody Sandifer, Towson University; Pamela S. Lottero-Perdue, Towson University; & Rommel J. Miranda, Towson University

Over the past two decades, science and engineering education faculty at Towson University have implemented a number of course innovations in our elementary and early childhood education content, internship, and methods courses. The purposes of this paper are to: (1) describe these innovations so that faculty looking to make similar changes might discover activities or instructional approaches to adapt for use at their own institutions and (2) provide a comprehensive list of lessons learned so that others can share in our successes and avoid our mistakes. The innovations in our content courses can be categorized as changes to our inquiry approach, the addition of new out-of-class activities and projects, and the introduction of engineering design challenges. The innovations in our internship and methods courses consist of a broad array of improvements, including supporting consistency across course sections, having current interns generate advice documents for future interns, switching focus to the NGSS science and engineering practices (and modifying them, if necessary, for early childhood), and creating new field placement lessons.