In this article, we describe the design and use of multimedia modules to support teacher learning of the practice of scientific argumentation. We developed four multimedia modules, available online for use in professional development or preservice classes, incorporating research-based features designed to support teacher learning of argumentation. Specifically, the features underlying the design of the modules include: (1) providing images of practice, (2) problematizing instruction, (3) offering the student perspective, and 4) encouraging teacher reflection. Each module supports teacher educators in engaging teachers in learning about argumentation through activities utilizing these features. We describe the rationale for designing multimedia teacher learning modules that incorporate these features. We also describe how these features are incorporated into learning activities by focusing on one session from one module. We then illustrate the utility of these modules by providing one example of how these resources can assist teacher educators to support particular district goals around argumentation by adapting and modifying the modules. This article features the ways these online modules are an innovative support for teacher learning, by providing multimedia resources and the opportunity for increased user flexibility. Finally, we discuss some preliminary findings around teachers’ use of the features in these learning modules.
This article discusses the Home Inquiry Project which is part of a science methods course for elementary preservice teachers. The aim of the Home Inquiry Project is to enhance elementary preservice teachers’ understanding of the scientific inquiry process and increase their confidence and motivation in incorporating scientific inquiry into learning experiences they plan for their future students. The project immerses preservice teachers in the process of scientific inquiry and provides them with an opportunity to learn about and utilize scientific practices such as making observations, asking questions, predicting, communicating evidence, and so forth. Preservice teachers completing this project perceive their experiences favorably, recognize the importance of understanding the process of science, and reflect on the application of this experience to their future classroom science instruction. This project has immense implications for the preparation of a scientifically literate and motivated teacher population who will be responsible for cultivating a scientifically literate student population with a positive attitude and confidence in science.
The new Next Generation Science Standards (NGSS) call for a dramatic shift in science teaching and learning, with a focus on students engaging in science practices as they make sense of natural phenomena. In addition, the NGSS have a significant and explicit focus on climate change. The adoption of these new standards in many states across the nation have created a critical need for on-going professional learning as inservice science educators begin to implement three-dimensional instruction in their classrooms. This paper describes an innovative professional learning workshop on climate change for secondary science teachers, designed by teacher educators and scientists. The workshop was designed to improve teachers’ capacity to deliver effective three-dimensional climate change instruction in their classrooms. We present the structure and goals of the workshop, describe how theories of effective professional learning drove the design of the workshop, and address the affordances and challenges of implementing this type of professional learning experience.
New standards for K-12 science education task science teacher educators with providing preservice teachers strong preparation that will help them to embrace their role as teachers of science literacy (National Research Council, 2012). Even though there is a growing trend for teacher preparation programs to offer literacy courses that focus on reading in the content areas, often they do not provide aspiring science teachers the science-specific tools needed to teach reading in secondary science contexts. This article addresses the question, “How can we, as science teacher educators, prepare our teacher candidates to teach reading in the context of science?” We designed an initial literacy lesson to help preservice teachers enrolled in two science methods courses to unpack their content knowledge about literacy in science. Our hope was that by unlocking their personal strategies they would be better positioned for engaging in conversations about literacy. We found that using this initial literacy lesson provided our preservice teachers with a solid foundation for engaging in conversations about how to scaffold student reading. This lesson also provided preservice teachers an opportunity to collaboratively develop a common beginner’s repertoire of reading strategies that we subsequently used as a building block for designing activities and lessons that engage middle and high school students in big science ideas and understanding real-world phenomena through reading a variety of kinds of science texts.
The following article describes a lesson that was originally implemented in a high school chemistry classroom for the purpose of teaching students about density and was subsequently revised in order to teach preservice science teachers about inquiry and the practices of science. Lesson plans turned in after the experience revealed that preservice teachers demonstrated an understanding of the importance of allowing students to engage in the practices of science in order to construct their own meanings of natural phenomenon prior to being provided with an expected result. Practical examples of how science investigations can be modified for the purposes of science teacher preparation are included.
This partnership between a college and a science center addresses the need to improve the recruitment and preparation of science teachers in an urban setting. We describe the integrated teacher preparation model where undergraduate science majors simultaneously participate in the City College of New York science teacher preparation program and serve as interns on the museum floor at the New York Hall of Science. We report on how graduates of our program are prepared to teach science and how they performed in the classroom. We found that the program was successful at recruiting students from the communities in which they intend to teach and successful at preparing them to teach inquiry-based science.
Frustrated by how much difficulty my preservice secondary science teachers were having understanding the essence of the learning cycle and crafting learning cycle lessons, I changed both the language of the learning cycle and the way I taught it. Using Concept “Discovery,” Concept Clarification, and Concept Application (DCA) as the names of the stages, I began to teach the learning cycle through a learning cycle. In my series of lessons to help them build understanding of the DCA learning cycle, I first have students analyze vignettes of learning cycle lessons in order to “discover” the critical elements of each stage. To “clarify” the concept of the DCA cycle, I spend several class sessions leading model lessons and engaging my pre-service teachers in discussions about each stage. To help them “apply” their understanding to teaching, I scaffold them through writing their own learning cycle lesson with help from a categorization scheme I developed for types of discovery learning experiences. Finally, in a short additional learning cycle, I have my pre-service students compare and contrast this model with others learning cycle models as a way to become knowledgeable about the history of the learning cycle and competent in the dominant discourse around it.