Evaluating an Integrated Science Learning Environment Using the Constructivist Learning Environment Survey

This article reports the validity and use of a new form of the Constructivist Learning Environment Survey (CLES). As part of a larger study, a comparative student version (CLES-CS) was developed to evaluate the impact of an innovative teacher development program (based on the Integrated Science Learning Environment, ISLE, model) in school classrooms. Two separate response blocks for 30 items comprising five scales are presented in side-by-side columns to measure students’ perceptions on a five-point frequency response scale of the extent to which certain psychosocial factors are prevalent in the science class taught by a teacher who had attended the ISLE program (THIS), as well as their perceptions of other science and non-science classes taught by other teachers in the same school (OTHER). The five scales of the CLES are called Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation. Using data collected from 1079 students in 59 classes in north Texas, principal components factor analysis with varimax rotation and Kaiser normalization confirmed the a priori structure of the CLES-CS. The factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups were supported for the CLES-CS. Students whose science teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other science and non-science teachers in the same schools (OTHER). Similar results were found when comparing the classroom environment perceptions of students whose science teachers had attended the ISLE program with the perceptions of students whose science teacher had attended alternative field trip programs (non-ISLE).     

The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories

This study examines teachers’ philosophies of science and describes how these philosophies influence their classroom instruction. Three science teachers with very diverse views of science were interviewed and observed in their classrooms for several months. These teachers’ philosophies were found to influence laboratory instruction, the manner in which demonstrations were used, the teaching of evolution, science‐technology‐society (STS) instruction, word usage, and instructional goals. The findings are relevant to issues in teacher education as well as the institutional environment of teaching.     

Effects of a professional development program on science teacher knowledge and practice,and student understanding of interdisciplinary science concepts

Situated in the context of an in-service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), Educational Researcher, 38, 181–199 conceptual framework on effectiveness of PD. The participants include 204 teachers and 5,581 students within 12 local public schools from 2012 to 2016. The multilevel models indicate that PD participation, school-, and teacher-level factors influence teacher pedagogical content knowledge and inquiry instruction in different ways. Furthermore, the inquiry instruction significantly relates student understanding of interdisciplinary science concepts (ISCs) through a few mediators. Therefore, this study reinforces calls to provide teachers with high quality PD and contributes to current knowledge base of the mechanisms of how inquiry instruction influences students' understanding of ISCs.     

The development of elementary teacher identities as teachers of science

ABSTRACT

The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.     

Stimulating constructivist teaching styles through use of an observation rubric

One of the difficult transitions for new secondary science teachers is that from novice teacher to master teacher. Often this process involves the novice in adopting survival strategies for teaching rather than those advocated by the National science education standards or the Project 2061 benchmarks. This study reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. Based on the interpretation of this case study, it appears to have the potential to significantly affect the development of secondary science teachers by providing a readily accessible model of instruction that aligns with student‐centered models of instruction advocated by the Standards and Project 2061. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 955–971,1999     

Measuring teachers’ knowledge of vocabulary development and instruction

This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers.     

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.     

Japanese Elementary Teachers’ Learning Experiences of Physical Education Professional Development

Abstract

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning.     

Analysing teachers' operations when teaching students: what constitutes scientific theories?

ABSTRACT

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.     

Teacher students’ dilemmas when teaching science through inquiry

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage.

Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective?

Design &; method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective.

Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning ‘Supporting pupils’ own investigations’ and ‘Guiding analysis and conclusions.’ The subjectively perceived problems comprise concerns about ‘Teachers’ abilities’ and ‘Pupils’ abilities,’ ‘Differentiated instruction’ and institutional frame ‘Conditions’ while the self-reflectively noticed problems mainly comprise concerns about ‘Allowing inquiry,’ ‘Instructional Aspects,’ and ‘Pupils’ behavior.’

Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.     

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.     

Teacher development in advanced educational technology

Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to, and want to use the proposed advanced educational technologies in their teaching. In response, for the past eight years with support from the National Science Foundation, BSCS has conductedENLIST Micros — a teacher development to help science teachers improve their use of microcomputers.ENLIST Micros has three phases — Phase one (1984–1986): BSCS designed, tested, and producedENLIST Micros (Ellis and Kuerbis, 1987, 1989) teacher development materials (text, video, and tutorial software) for helping science teachers improve their use of educational technology. Phase two (1986–1989): BSCS designed, developed, tested, and disseminated a staff development model for helping science teachers integrate educational technology into instruction. Phase three (1989–1992): BSCS established Teacher Development Centers to implement theENLIST Micros teacher development materials and staff development model with science teachers throughout the United States.ENLIST Micros has served more than 1500 science teachers in 15 states. Teachers who have participated in the program have improved their knowledge, attitude, and self-efficacy about computer usage and have improved their use of microcomputers in their science courses. Furthermore, as part of the project, BSCS has described the implementation process and has developed recommendations to support improvements in the use of educational technology in science programs.     

Teacher change beliefs: validating a scale with structural equation modelling

The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ² = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consuming.     

Experienced teachers' knowledge of teaching and learning of models and modelling in science education

This article reports a study of the knowledge of experienced science teachers in the context of a reform in science education in The Netherlands. The study focused on a major goal of the reform, that is, improving students' knowledge and abilities in the field of models and modelling in science. First, seven teachers of biology and chemistry were interviewed about the teaching and learning of models and modelling in science. Next, a questionnaire was designed consisting of 30 items on a Likert-type scale. This questionnaire was completed by a group ( n = 74) of teachers of biology, chemistry and physics. Results indicated that the teachers could be grouped in two subgroups, who differed in terms of their self-reported use of teaching activities focusing on models: one sub-group applied such activities substantially more often than the other sub-group. This distinction appeared not to be related to the teachers' subject, or teaching experience. Moreover, the use of teaching activities seemed only loosely related to the teachers' knowledge of their students, particularly, students' views of models and modelling abilities. Implications for the design of teacher education are discussed.     

Philosophy of Science in the Science Teacher Education Curriculum

Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.