Preservice elementary teachers bring many strengths to science teaching but may not get extensive support in learning to work toward equity and justice in their science teaching. Drawing on four approaches to equity from a recent report from the National Academies of Sciences, Engineering, and Medicine (2022), this article presents a practical framework for helping preservice elementary teachers in this challenging work. The article first explores each approach, suggesting interpretive frames and teaching moves that preservice teachers could use in moving from a relatively abstract call for equity to making concrete decisions in elementary science instruction. A practical framework is developed based on that exploration, with a description of how the framework has been used instructionally in an elementary science methods class. Then, the article presents the results of a pilot study of 31 preservice elementary teachers’ use of a pilot framework, illustrating how these participants’ lesson plans readily reflected teaching moves focused on increasing children’s opportunity and access to science learning and increasing achievement, representation, and identification but less often reflected moves oriented toward broadening what counts as science or bringing science and justice together. The article concludes by noting that research is needed to further explore the utility of this framework and how equity can be supported in science teacher education more generally. The article also urges the field to develop representations of practice and elementary science curriculum materials that would support teachers in this challenging, lifelong work to advance equity and justice.
In this article, we discuss a novel approach to course-based undergraduate research experiences (CURE) by exploring the impact of a near-peer configuration within three courses: the Elementary Science Education and Secondary Science Methods courses for education students and the Dimensions of Biodiversity course for students in the biological sciences. We were interested in understanding how students from education would benefit from partnering with students from the sciences and vice versa. We discuss our approach to designing and implementing the near-peer approach along with extended details regarding the process for research groups. We used a modified Undergraduate Research Student Self-Assessment (URSSA) to understand how science and science education majors influence one another in developing researcher identity, including scientific literacy and communication skills, after engaging in a near-peer structured CURE. Our results show that most science education students reported increased interest in conducting research in the future and some biology students reported an increased interest in teaching science. Logistical and interpersonal relationships were noted as the primary adverse challenges to implementation. Future programming and research efforts should expand to include other scientific disciplines and pay close attention to interpersonal dynamics, especially during the matchmaking phase.
The use of video to support preservice teacher development is becoming increasingly common. However, research on teacher noticing indicates that novices need tools to focus their attention on students’ disciplinary ideas. This article describes a course designed for secondary science teachers that incorporates video analysis as a core part of repeated learning cycles. Of particular interest is how well the video-analysis tasks and tools support PSTs in learning to plan, enact, analyze, and reflect on instruction. A qualitative analysis of PSTs’ video annotations, lesson-analysis guides, and written reflections reveals that PSTs in the course developed a disposition towards responsive instruction and leveraged evidence of student thinking in their analyses of the effectiveness of their instruction. Lesson-analysis guides appear to be the tool PSTs relied on the most to inform their written reflections. Further investigation on how best to structure video analysis will help further refine the use of video in teacher education.
- 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.