Category: Technology

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
Abstract

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.

Ditch the Debate: Preparing Preservice Teachers to Nurture Productive Discourse About Controversial Issues

by Eric A. Kirk, University of North Carolina at Chapel Hill; & Troy D. Sadler, University of North Carolina at Chapel Hill
Abstract

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.

Preparing Preservice Teachers to Help Elementary Students Develop Persuasive Science Writing

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

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.

Virtual Tools and Protocols to Support Collaborative Reflection During Lesson Study

by Randall E. Groth, Salisbury University; Jennifer A. Bergner, Salisbury University; Starlin D. Weaver, Salisbury University; & D. Jake Follmer, West Virginia University
Abstract

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.

Introducing Preservice Science Teachers to Computer Science Concepts and Instruction Using Pseudocode

by Kayla Brauer, Drake University; Jerrid Kruse, Drake University; & David Lauer, Drake University
Abstract

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.

Introducing ‘Making’ to Elementary and Secondary Preservice Science Teachers Across Two University Settings

by Shelly R. Rodriguez, The University of Texas, Austin; Steven S. Fletcher, St. Edwards University; & Jason R. Harron, The University of Texas, Austin
Abstract

‘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

Cobern and Loving’s Card Exchange Revisited: Using Literacy Strategies to Support and Enhance Teacher Candidates’ Understanding of NOS

by Franklin S. Allaire, University of Houston-Downtown
Abstract

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.