TRAINING MATH AND SCIENCE TEACHER–RESEARCHERS IN A COLLABORATIVE RESEARCH ENVIRONMENT: IMPLICATIONS FOR MATH AND SCIENCE EDUCATION

In this mixed-methods study, the effect of training teacher–researchers in a collaborative research environment is examined for a cohort of teachers enrolled in a Math and Science Partnership (MSP) master’s degree program. The teachers describe changes in their research views and in their application of research in practice, and detail the challenges they faced during the process. The findings of the study suggest training teachers as researchers is likely to encourage teacher interest in conducting and applying theory in math and science classrooms. The results of this study have implications for bridging the gap between theory and practice in math and science education in general.     

STUDY ON LATVIAN MATHEMATICS TEACHERS’ ESPOUSED BELIEFS ABOUT TEACHING AND LEARNING AND REPORTED PRACTICES

The aim of the research was to compare espoused beliefs about teaching and learning and reported practices for the teachers of mathematics in Latvia. The sample consisted of 390 teachers of mathematics from different regions of Latvia. The present research is a part of an international comparative research within the NorBa project (Nordic–Baltic Comparative Research in Mathematics Education) that makes use of a quantitative questionnaire for mathematics teachers. The results show that the espoused beliefs of Latvian teachers of mathematics on efficient teaching tend more to a constructivist approach, whilst reported practices are more oriented to a traditional approach; yet, there exist statistically significant differences for teachers of different social and demographical groups. The research outcomes may be used for the improvement of teacher further education programmes.     

TEACHING ‘OUT-OF-FIELD’ AS A BOUNDARY-CROSSING EVENT: FACTORS SHAPING TEACHER IDENTITY

Teaching ‘out-of-field’ occurs when teachers teach a subject for which they are not qualified. The issues around this increasingly common practice are not widely researched and are under-theorised. A qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching. A thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out-of-field. The ‘boundary between fields’ model was developed to emphasise support mechanisms, contextual factors and personal resources that influenced the nature of teachers’ negotiation of subject boundaries and its impact on professional identity. These findings provide insight for policy makers, school leaders and teacher educators into the conditions required for such teaching to be considered learning opportunities.     

INVESTIGATING A POSSIBLE GAP BETWEEN STUDENTS’ EXPECTATIONS AND PERCEPTIONS: THE CASE OF A PRE-ENTRY SCIENCE PROGRAM

This study investigated a gap that may have existed between students’ expectations and perceptions of the 2007 Pre-Entry Science Program (PESP) cohort at the National University of Lesotho and factors that might have influenced these expectations and perceptions. Questionnaires and semi-structured interviews were used for data collection and administered to students participating in PESP. The gaps between expectations and perceptions that existed were measured using Cohen′s effect size. A large effect size was found for the ability of presenters to give students a good grasp of concepts within the subject area. Factors that seem to have influenced the students′ expectations and perceptions were identified as students′ background knowledge, previous experience, informal communication, and individual needs. Suggestions made to narrow the gap include knowing students′ expectations at the beginning of the program and then making a conscious effort to meet them.     

LEARNERS’ AND TEACHERS’ CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES: THE CASE OF BOTSWANA

The conceptual knowledge of science processes possessed by University of Botswana science students and senior secondary school science teachers was sought through a three-part questionnaire. One part requested demographic data of subjects, the second part asked them to select their level of familiarity with the processes, and the third part probed their conceptual definitions of the science processes. The definitions were scored as incorrect, partially correct and correct on an ordinal scale. Statistical analysis was done using Spearman rho correlation and one sample t test. The findings revealed that the science teachers did not have sufficient conceptual knowledge of science processes to help their students to understand in a meaningful way; both students’ and teachers’ views of their familiarity of science processes did not corroborate their demonstrated ability to provide acceptable conceptual definitions of the processes; there was no association between students’ and teachers’ conceptions of the science processes; and if conceptual knowledge of science processes was demanded, the entering students, who were the immediate graduates of the senior secondary schools, might not have enough to pursue tertiary level science courses. It is suggested that both conceptual and operational knowledge of science processes be required at secondary and tertiary levels of science education.     

TEACHER’S REFLECTION OF INQUIRY TEACHING IN FINLAND BEFORE AND DURING AN IN-SERVICE PROGRAM: EXAMINATION BY A PROGRESS MODEL OF COLLABORATIVE REFLECTION

In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio–video data and their quantification allowed identification of the teachers’ consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire.     

SCIENTISTS’ PARTICIPATION IN TEACHER PROFESSIONAL DEVELOPMENT: THE IMPACT ON FOURTH TO EIGHTH GRADE TEACHERS’ UNDERSTANDING AND IMPLEMENTATION OF INQUIRY SCIENCE

The impact of a professional development experience involving scientists and fourth to eighth grade teachers of science was explored. Teachers attended a summer program at a research facility where they had various experiences such as job shadowing and interviewing scientists. They also participated in authentic inquiry investigations and planned inquiry units for their classrooms. Data on teachers’ understanding and implementation of inquiry were collected through surveys, questionnaires, and classroom observations. Findings show that the teachers’ understanding of inquiry improved and most participants were able to successfully implement inquiry science in their classrooms. Barriers to the implementation of inquiry practices and the impact of specific experiences with the scientists were explored.     

THE ROLE OF TEACHER CHARACTERISTICS AND PRACTICES ON UPPER SECONDARY SCHOOL STUDENTS�� MATHEMATICS SELF-EFFICACY IN NYANZA PROVINCE OF KENYA: A MULTILEVEL ANALYSIS

The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy. Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy, reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional development opportunities should also be made available to in-service teachers to continually update their knowledge and skills and develop new strategies for teacher effectiveness.     

EXPLORING TEACHERS’ KNOWLEDGE AND PERCEPTIONS ACROSS MATHEMATICS AND SCIENCE THROUGH CONTENT-RICH LEARNING EXPERIENCES IN A PROFESSIONAL DEVELOPMENT SETTING

This paper examines upper elementary and middle school teachers’ learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers’ learning experiences relative to content domain. This work was situated within a larger professional development (PD) program that had multiple, long-term components. Participants’ growth occurred in 4 primary areas: knowledge of content, perceptions of the discipline, perceptions about the learning of the discipline, and perceptions regarding how students learn content. Findings suggest that when embedded within an effective professional development context, content can be a critical vehicle through which change can be made in teachers’ understandings and perceptions of mathematics and science. When participants in our study were able to move beyond their internal conflicts and misunderstandings, they could expand their knowledge and perceptions of content and finally bridge to re-conceptualize how to teach that content. These findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures, there are some unique challenges that need to be addressed for each particular discipline group. This study contributes to what we understand about teacher learning and change, as well as commonalities and differences between teachers’ learning of mathematics and science.     

SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS,ATTITUDES, AND BEHAVIORS

Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

     

THE EFFECTS OF EPISTEMIC BELIEFS IN SCIENCE AND GENDER DIFFERENCE ON UNIVERSITY STUDENTS’ SCIENCE-TEXT READING: AN EYE-TRACKING STUDY

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female, were paid to participate in the study. The scientific epistemological beliefs (SEBs) questionnaire was used to probe the subjects’ epistemic beliefs in science, while the eye-tracking method was employed to record their science-text reading process. It was demonstrated that the participants in the study had developed sophisticated SEBs. Complicated SEBs were associated with higher cognitive attention to the reading of data-related information but less mental effort to fact, scientific explanations, and the microview photos. As for the gender difference, female students displayed less mental effort in comprehending scientific explanations, but attended more to data and the microview graphic. It is argued that female learners are better at processing textual information. Interactions between SEBs and gender were found and discussed.     

PRESERVICE MATHEMATICS AND SCIENCE TEACHERS IN AN INTEGRATED TEACHER PREPARATION PROGRAM FOR GRADES 7–12: A 3-YEAR STUDY OF ATTITUDES AND PERCEPTIONS RELATED TO INTEGRATION

The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7–12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to “mathematics, science, and technology education integration.” Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, “What does the integration of mathematics, science, and technology education mean to you?” Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest–posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration—they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges—demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education.     

DIFFERENT TYPES OF ACTION RESEARCH TO PROMOTE CHEMISTRY TEACHERS’ PROFESSIONAL DEVELOPMENT—A JOINED THEORETICAL REFLECTION ON TWO CASES FROM ISRAEL AND GERMANY

Action research is defined as using research activities to develop concrete societal practices. Action research understands the change of practice as being already a central aim of the research process itself, and it also seeks to contribute to the professional development of all participants in the particular field of study. Even though (or maybe even because) action research has a long history in the literature, there is a wide variety of interpretations of it. These range all the way from research supportive, via interactive, to emancipatory approaches. There is also a broad range of objectives covering both improving professional environments and generating results of general interest. This paper explores the spectrum of justifications given for action research with a specific focus on science education. Two completely different examples of action research selected from Israel and Germany help illustrate the diversity of the topic. The Israeli case focuses primarily on the professional development of a group of teachers; the German example hones in on the development of suitable curricula and lesson plans for wide dissemination. Comparison of these two projects is embedded in a theoretical framework which categorizes the different action research modes and contemplates teachers?? professional development. The aim of this paper is to reflect upon the common potential inherent in differing forms of action research on science education, including the aspect of professional development among teachers.     

INDIGENOUS STUDENTS’ EXPERIENCES OF THE HIDDEN CURRICULUM IN SCIENCE EDUCATION: A CROSS-NATIONAL STUDY IN NEW ZEALAND AND TAIWAN

The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject.     

PROSPECTIVE TEACHERS�� INITIAL CONCEPTIONS ABOUT PUPILS�� DIFFICULTIES IN SCIENCE AND MATHEMATICS: A POTENTIAL RESOURCE IN TEACHER EDUCATION

A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32 PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher education programmes where PCK development is stimulated.     

INFLUENCES OF DISCIPLINARY CLASSROOM CLIMATE ON HIGH SCHOOL STUDENT SELF-EFFICACY AND MATHEMATICS ACHIEVEMENT: A LOOK AT GENDER AND RACIAL–ETHNIC DIFFERENCES

The present study investigated the role of disciplinary climate in the classroom and student math self-efficacy on math achievement. The student part of the Program for International Student Assessment (PISA) 2003 survey containing 4,199 U.S. observations was employed in a weighted least squares nested multiple regression framework to predict math achievement from disciplinary climate and self-efficacy in addition to several control variables. The results showed that improvement in disciplinary climate was associated with a reduction in the achievement gap whereas improvement in self-efficacy was associated with an expansion in that gap. These effects varied across race and gender. A significant interaction effect was found between the disciplinary climate and self-efficacy. Educational implications are discussed.