- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Environmental Science, High School, Physical Sciences, Physics, and Preservice Teacher Preparation
- Tags: education reform, preservice teachers, socioscientific issues, SSI, and teacher education
- Publication: Issue 3 and Volume 5
Socioscientific issues (SSI) are contentious and ill-structured societal issues with substantive connections to science, which require an understanding of science, but are unable to be solved by science alone. Consistent with current K-12 science education reforms, SSI based teaching uses SSI as a context for science learning and has been shown to offer numerous student benefits. While K-12 teachers have expressed positive perceptions of SSI for science learning, they cite uncertainty about how to teach with SSI and lack of access to SSI based curricular materials as reasons for not utilizing a SSI based teaching approach. In response to this need we developed and taught a multi-phase SSI Teaching Module during a Science Methods course for pre-service secondary teachers (PSTs), designed to 1) engage PSTs as learners in an authentic SSI science unit; 2) guide PSTs in making sense of an SSI approach to teaching and learning; and 3) support PSTs in designing SSI-based curricular units. To share our experience with the Teaching Module and encourage teacher educators to consider ways of adapting such an approach to their pre-service teacher education contexts, we present our design and resources from the SSI Teaching Module and describe some of the ways PSTs described their challenges, successes, and responses to the experience, as well as considerations for teacher educators interested in introducing PSTs to SSI.
This article explores the integration of culturally relevant practices and student expertise into lesson planning in a university-level science methods course for preservice elementary teachers (PSETs). The project utilized a conceptual framework that combines food pedagogy and funds of knowledge, modeling an approach to lesson design that PSETs can use in their future classrooms to bring students’ worldviews to the forefront of science learning. The article gives an overview of the conceptual framework and the origins of the project. It describes the steps involved in the design, review, and delivery of lessons by PSETs and discusses implications for instructional practices in science teacher education and science learning in elementary schools. The article concludes with a discussion of major outcomes of the use of this framework, as evidenced by PSET pre- and post- project reflections: student-centered curriculum development, increased PSET self-confidence, integrated learning for both PSET and the students, and sustained levels of engagement.
Preservice elementary teachers (PSETs) often have limited opportunities to engage as teachers of science. As science-teacher educators, it is important to create experiences where PSETs can interact with science learners to facilitate authentic and engaging science learning. Using informal science learning environments is one opportunity to create positive teaching experiences for PSETs. This manuscript describes the use of a Family Science Night during an elementary science methods course where PSETs are responsible for designing and facilitating engaging science content activities with elementary students.
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.
The use of science notebooks in an elementary methods course can encourage preservice teachers’ engagement in collaborative work and participation in science through writing (Morrison, 2008). In this paper we describe how we, a teacher educator and a scientist, collaborated to focus on how scientists use notebooks in their work, and how this compares and contrasts to how notebooks can be used in both a preservice elementary methods course and in the elementary classroom. We describe our facilitation of notebooks with preservice teachers and how we emphasize professional scientists’ use of notebooks. Additionally, we offer recommendations based on our experiences in our collaboration and facilitation of notebook use with preservice teachers. Our intention is to provide recommendations that can be applied in a variety of university contexts, such as emphasizing the Science and Engineering Practices and the Nature of Science, including discussion about the work of professional engineers, and making connections to literacy.
Preservice teachers are often faced with tension between theory about effective science education and practice. Service learning is one method for helping bridge the disconnect in meaningful ways that are mutually beneficial for both preservice teachers and community partners. With the recent adoption of the Next Generation Science Standards (NGSS) in most states, and the upcoming accountability testing for science, some elementary schools are beginning to shift toward more science instruction that supports students’ developing understanding of science concepts, as well as the practices in which scientists engage. This transition time provides an excellent opportunity to purposefully partner universities with elementary schools in an effort to support science education (for preservice teachers, inservice teachers, and elementary school students). We have redesigned our science methods course to integrate service learning to provide our preservice teachers with authentic experiences for teaching the effective pedagogical strategies and theories learned in the course. This paper describes the service learning component of our science methods course, which includes a unique field experience. It also illustrates evidence of the positive impact this service learning approach has had on our preservice teachers and community partners, and lessons learned through the process.
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.