Lesson study provides opportunities for teachers to collaboratively design, implement, and analyze instruction. Research illustrates its efficacy as a site for teacher learning. The setting for this article is a lesson study project involving preservice teachers, inservice teachers, and university faculty members. We supported collaborative reflection on practice among these individuals by using asynchronous and synchronous online tools and meeting protocols. Asynchronous online lesson-video review and tagging helped participants prepare to debrief about lessons they had implemented. Midway through one of our lesson study cycles, the COVID-19 pandemic occurred, eliminating opportunities to meet face-to-face for lesson debriefing sessions. In response, we developed and field-tested two protocols for online synchronous lesson study debriefing meetings. The protocols prompted conversations related to pedagogy, content, and content-specific pedagogy. After the debriefing sessions, lesson study group members reported improvements in their knowledge growth, self-efficacy, and expectations for student learning. We describe our use of online virtual tools and protocols to contribute to the literature on ways to support collaborative reflection on practice.
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.
‘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
- 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.