Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.     

Why does teacher gender matter?

This paper shows that high school math and science teacher gender affects student interest and self-efficacy in STEM. However, such effects become insignificant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias. Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher's own gender. The student fixed effects estimates also highlight that creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects.     

Teacher and student usage of science textbooks

This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom. Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should be important to all those who use, write and publish high school science textbooks. Specializations: science education.     

Teacher self-efficacy according to Turkish Cypriot science teachers

This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-efficacy (TSE) Scale was used as a data source. It was observed that the science teachers’ efficacy beliefs about student engagement in class; instructional strategies; and classroom management did not change depending on their years of teaching experience, and branch of science. Moreover, the teachers’ school level and faculty from which they graduated were significant predictors of their self-efficacy for student engagement and instructional strategies, but gender was not a significant predictor of teacher self-efficacy.     

The implementation of equitable teaching strategies by high school biology student teachers

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.     

Teacher decision making: The case of prairie high

This article explores the decisions that science teachers make when they plan for instruction. It is a case study analysis of five teachers in a high school and probes into the personal reasons, beliefs, and dilemmas underlying their decisions. These decisions, while serving many purposes, had a common structure which involved tradeoffs and compromises. The decision represented the end result of the conflict between a cluster of teacher intentions and a melange of ideas about student characteristics. Teachers appeared to make decisions within a framework that holistically integrated science content and practical classroom knowledge-a knowledge system that includes the basic beliefs of a teacher and the socialization of students. By understanding how and why teachers tend to make their decisions, one gains practical insights into the act of teaching science. These insights are of particular interest to science curriculum specialists who wish to understand how teachers use science curriculum materials for the purpose of socializing students.     

A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.     

Language in Science Classrooms: An Analysis of Physics Teachers’ Use of and Beliefs About Language

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered.     

Epistemological Syncretism in a Biology Classroom: A Case Study

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’ beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.     

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.     

Assessing Teachers' Beliefs about Their Science Teaching Context

The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. Interviews with 130 purposefully selected teachers resulted in 28 categories of environmental factors and/or people who were perceived to influence science teaching. These categories were used to develop items for the Context Beliefs about Teaching Science instrument and provided evidence for content validity. Construct validity was partially confirmed through factor analysis that resulted in 26 items and two subscales on the final instrument. Using Ford's Motivation Systems Theory and Bandura's Theory of Collective Efficacy, additional evidence for construct validity was found in the modest correlation of context beliefs with outcome expectancy beliefs and the low correlation with science teaching self‐efficacy beliefs. The instrument was tested using 262 teachers participating in long‐term science professional development programs. These teachers possessed fairly positive context beliefs and, according to Ford's theory, should be capable of effective functioning in the classroom. It was concluded that the assessment of context beliefs would complement current science teacher self‐efficacy measures, thereby allowing researchers to develop profiles of science teachers' personal agency belief patterns. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 275–292, 2000.     

Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement

This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.     

SAUDI ELEMENTARY SCHOOL SCIENCE TEACHERS’ BELIEFS: TEACHING SCIENCE IN THE NEW MILLENNIUM

This study explored Saudi elementary school science teachers’ beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female—2 of whom were from private schools—science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student–teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts.     

The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education”

Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers’ knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers’ beliefs and perceptions in Turkey. Specifically, the study focused on the student–teachers’ perspectives on “effective education” at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching.     

Pre-service teachers in mathematics: Struggling with the Standards

The purpose of this paper is to describe a two-year investigation of pre-service teachers in mathematics. Of particular interest is the degree to which the NCTM (1989) Curriculum and evaluation standards for school mathematics, the NCTM (1991) Professional standards for teaching mathematics, and other reform agendas impact pre-service teachers' thinking and practices. The beliefs, perceptions, philosophies, and classroom actions of four cohorts of student teachers (n = 44) were examined throughout this 2year study. Of particular interest were the pressure student teachers felt to implement the Standards in their teaching, their perceptions of their own teaching with respect to the Standards, the content of their lessons, and the impact of cooperating teachers on the development of the student teachers. Data was collected through a variety of sources, organized and analyzed in the spirit of ethnographic work. Data was generated through classroom observations, pre- and post-lesson conferences, lesson plans, seminar sessions, survey questionnaires, and informal conversations. A minimum of four classroom observations were made for each participant. Analysis of the data revealed general agreement among the student teachers in their regard for the Standards. Although they appeared to affirm the goals, content and recommendations contained therein, they almost uniformly suggest that they lack the tools to implement the Standards appropriately in the classroom. The consistency in the types and content of lessons observed appeared to validate this concern. An overwhelming majority of the lessons observed bore little or no resemblance to the values so highly espoused by the student teachers. Student teachers perceived notable pressure from the education program to include the Standards in their teaching practices, while feeling little pressure from cooperating teachers. They also point to cooperating teachers as the most significant influence on their teaching.     

Beginning student teachers' opinions about teaching primary science

Conclusions Beginning student teachers have already acquired very definite views about teaching science before they begin their teacher training course. These views are generally similar to the views espoused by science educators, but are contrary to the classroom practices of many teachers. Their views seem to have origins in what the students perceive to have been meaningful and enjoyable learning experiences for themselves in their own schooling; and to a lesser extent for children they have observed. Female students who have studied more science at high school tend to favour the use of worksheets in experimental work. Several interesting questions arise from these findings: When these students begin to teach as qualified teachers, will they still espouse the same opinions? If so, does that mean that there is a ‘new wave’ of teachers entering the service who are more committed to hands-on activity work than their older colleagues? If not, what aspects of the teacher training process have caused them to change their opinions? Will these present students be using hands-on strategies themselves after they have been teaching for some time? That is, do system and school constraints effectively prevent teachers from using such strategies? Can secondary science teachers do more to influence positively their students' opinions about teaching science, such as engendering more positive attitudes to science, incorporating more hands-on work, and relying less on printed worksheets in laboratory work? This exploratory work has highlighted the concern expressed by Morrissey (1981) in that there is a great need for long term longitudinal studies of student teachers' attitudes to teaching science, with a particular focus on their teaching behaviours after graduation.