Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

This paper reports on a two-year classroom investigation of primary school (Years 1–8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.     

Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation

Research and practice has placed an increasing emphasis on aligning classroom practices with scientific practices such as scientific argumentation. In this paper, I explore 1 challenge associated with this goal by examining how existing classroom practices influence students' engagement in the practice of scientific argumentation. To do so, I present discourse data from 2 middle school classes engaged in argumentation activities. For each class, I compare existing classroom practices to a discussion designed to facilitate argumentation. My analysis reveals that the existing classroom practices influenced the way in which students responded to the disparate ideas being discussed and that the immediate learning environment influenced the frequency with which students justified their ideas and directly responded to one another. This study suggests that the goal structures that aligned with the existing classroom practices carried over to students' argumentative interactions, influencing how they responded to the disparate ideas. However, the immediate learning environment—including activity structure, software tools, and teaching strategies—seemed to foster student-to-student interactions and justification of ideas.     

From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry

The Biology Workbench (BW) is a web‐based tool enabling scientists to search a wide array of protein and nucleic acid sequence databases with integrated access to a variety of analysis and modeling tools. The present study examined the development of this scientific tool and its consequent adoption into the context of high school science teaching in the form of the Biology Student Workbench (BSW). Participants included scientists, programmers, science educators, and science teachers who played key roles along the pathway of the design and development of BW, and/or the adaptation and implementation of BSW in high school science classrooms. Participants also included four teachers who, with their students, continue to use BSW. Data sources included interviews, classroom observations, and relevant artifacts. Contrary to what often is advocated as a major benefit accruing from the integration of authentic scientific tools into precollege science teaching, classroom enactments of BSW lacked elements of inquiry and were teacher‐centered with prescribed convergent activities. Students mostly were preoccupied with following instructions and a focus on science content. The desired and actual realizations of BSW fell on two extremes that reflected the disparity between scientists' and educators' views on science, inquiry science teaching, and the related roles of technological tools. Research on large‐scale adoptions of technological tools into precollege science classrooms needs to expand beyond its current focus on teacher knowledge, skills, beliefs, and practices to examine the role of the scientists, researchers, and teacher educators who often are involved in such adoptions. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 37–70, 2011     

Connections between Student Explanations and Arguments from Evidence about Plant Growth

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism—two key practices described by the Next Generation Science Standards. This study reports analyses of interviews with 22 middle and high school students postinstruction, focusing on how their sense-making strategies led them to interpret—or misinterpret—scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont''s experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students’ understanding of plant growth and metabolism.     

The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers?? geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n?=?25) and education students enrolled in the traditional, classroom-based course (n?=?37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.     

Collaborative Action Research on Technology Integration for Science Learning

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of “copy-and-paste” by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.     

US Urban Elementary Teachers’ Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention

The study examined US elementary teachers’ knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers’ knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five‐year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first‐year implementation of the intervention. Based on teachers’ questionnaire responses and classroom observation ratings, results indicated that (1) teachers’ knowledge and practices were within the bounds of acceptability but short of reform‐oriented practices and (2) grade‐level differences existed, especially between Grades 3 and 5.     

STEM教育理念融入小学科学教学实践探究——以“电路出故障了”一课为例

STEM教育理念融入小学科学教学既有可行性也有必要性。教师在将STEM教育理念融入小学科学教学实践过程中,可采取以下四环节教学策略:第一,引入生活,创设情境,提出科学探究问题;第二,设定方案,选择材料,制作解决问题工具;第三,小组合作,科学验证,技术检测解决问题;第四,归纳分析,得出结论,联系实际归纳提升。这个过程中,可培养学生的科学素养、工程素养、技术素养和数学素养,进而在综合性的科学课堂教学中提升学生的动手能力和创新思维。     

Scientific Inquiry in Educational Multi-user Virtual Environments

In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry practices. Our analysis of existing literature in this growing area of study reveals three recurrent themes: (1) with careful design and inclusion of virtual inquiry tools, MUVE-based curricula can successfully support real-world inquiry practices based on authentic interactivity with simulated worlds and tools, (2) Educational MUVEs can support inquiry that is equally compelling for girls and boys, and (3) research on student engagement in MUVE-based curricula is uneven. Based on these themes, we suggest that future large-scale research should investigate (1) the extent to which MUVE-based inquiry learning can be a viable substitute for the activities involved in real-world inquiry; (2) the impact of MUVEs on learning and engagement for currently underserved students, and (3) the impact on engagement and learning of individual aspects of MUVE environments, particularly virtual experimentation tools designed to scaffold student inquiry processes and maintain engagement. Additionally, we note that two identified issues with integrating scientific inquiry into the classroom are currently not addressed by MUVE research. We urge researchers to investigate whether (1) MUVE-based curriculum can help teachers meet state and national standards with inquiry curricula; and (2) scientific inquiry curricula embedded in MUVE environments can help teachers learn how to integrate interactive scientific inquiry into their classroom. This material is based upon work supported by the National Science Foundation under Grant No. 0310188. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

Building Scientific Literacy in HIV/AIDS Education: A case study of Uganda

The term scientific literacy is defined differently in different contexts. The term literacy simply refers to the ability for one to read and write, but recent studies in language literacy have extended this definition. New literacy research seeks a redefinition in terms of how skills are used rather than how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into daily life practises capture the understanding of what it means to be scientifically literate. Scientific literacy requires students to be able to use their scientific knowledge independently in the everyday world. Some models for teaching towards scientific literacy have been suggested including inquiry‐based learning embedded in constructivist epistemologies. The inquiry‐based model is posited to be effective at bringing about in‐depth understanding of scientific concepts through engaging students’ preconceptions. In order to establish whether directly engaging students’ preconceptions can lead to in‐depth understanding of the science of HIV/AIDS, a case study was designed to elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan Grade 11 students’ persistent preconceptions were explored in follow‐up focus group discussions. The inquiry process was used to engage students with their own perceptions of HIV/AIDS during the focus group discussions. Findings suggest that students need to dialogue with each other as they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs while making connections between ‘school’ and ‘home’ knowledge.     

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment’s intended design and its actual usage in the classroom.     

Science in Silence: How Educators of the Deaf and Hard-of-Hearing Teach Science

Science learning is inextricably tied to two aspects of students’ lives: literacy and culture. While English Learners (ELs) who speak a non-English native language are typically the focus in this line of scholarly inquiry, deaf and hard-of-hearing (DHH) students occupy a distinct space in this conversation. For DHH learners, literacy levels can be hindered by an early dependence on a more survival-based language learning model that postpones basic scientific inquiry. The vocabulary for curiosity is limited, which in turn affects the educational culture. DHH learners have a unique culture that demands an appropriate science curriculum, which thus far has not been explored or attempted for either DHH learners or their educators. Data collected consisted of interviews with teachers of DHH students, as well as observational data collected from a high-minority urban K-8 school for DHH students. The analysis revealed that, first, many of the teachers had limited preparation to teach science content. Second, DHH teachers used inconsistent instructional strategies ranging from drawing pictures to building models. Third, the modifications provided to DHH science learners were mostly limited to visual support and repetition. Implications for teacher education programs include instruction focused on specific supports for DHH students and co-teaching methods, and deeper investigation of inquiry-based science practices. Implications for classroom practices include providing hands-on, inquiry-based instruction, working closely with parents, and developing students’ and teachers’ understanding of scientific inquiry.

     

改进教法 提高中职化学教学的有效性

课堂是实施素质教育的主渠道。要让中职生学好化学课程,关键在于提高课堂教学的有效性。要提高中职化学课堂教学的有效性,一方面要求教师要善于运用科学的教学方法和教学策略,想方设法激发学生的学习兴趣;另一方面则要求教师必须提升自身的教学能力和综合素养,让学生感受到教师内涵的深度。     

Enactment of Scientific Inquiry: Observation of Two Cases at Different Grade Levels in China Mainland

Enactment of scientific inquiry in classroom has attracted a great attention of science educators around the world. In this study, we examined two competent teachers’ (one Grade 9 chemistry teacher and one Grade 4 science teacher) enactment of scientific inquiry in selected teaching units to reveal the characteristics of enacted inquiry at different grade levels by analyzing lesson sequence videos. The coding schemes for enacted inquiry consist of ontological properties and instructional practices. Pre-topic and post-topic teacher interviews and the two teachers’ responses to a questionnaire were adopted to identify the factors influencing teacher’s enactment. The results indicate that the two case teachers’ enactment involved a range of inquiry activities. The enacted inquiry at fourth-grade level covered all the inquiry elements, tending to engage students in the whole procedure of inquiry. The ninth-grade chemistry class placed emphasis on the elements “making plans” to solve problems in authentic context. Important factors influencing the enactment include teacher’s understanding about scientific inquiry, textbooks, assessment, students and resource. Implications for inquiry enactment and instruction improvement have been provided.     

The influence of core teaching conceptions on teachers' use of inquiry teaching practices

This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007     

National Board Certification (NBC) as a catalyst for teachers' learning about teaching: The effects of the NBC process on candidate teachers' PCK development

This study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry‐oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812–834, 2008     

合作学习在数学教学中的实施策略刍探

合作学习是一种创新型的教育模式,可以有效激发学生的学习兴趣,保证课堂教学质量。文章分析合作学习在数学教学中的应用价值,提出了具体的合作学习实施策略:坚持科学分组,促进合作学习实施;设置探究任务,增强学生合作热情;指导合作技巧,提高合作学习效果;重视合作评价,改进合作学习策略。     

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena.     

Promoting secondary school students’ evaluation of source features of multiple documents

The current research examined whether instructional activities centering on contrasting cases promoted secondary school students’ evaluations of source features present in a multiple-documents inquiry context. Two hypothetical students’ document evaluation strategy protocols were designed: One featured more sophisticated strategies commonly enacted by experts and better college students and a second featured less sophisticated strategies commonly enacted by secondary school students. A series of classroom-based activities required that students compare/contrast the two protocols to decide which were the best strategies when analyzing multiple scientific documents and why. The findings demonstrated that students who previously participated in the intervention activities included more scientific concepts from more useful documents when generating essay responses from memory, displayed better rankings of the usefulness of the set of multiple documents, and offered more principled justifications based on source feature evaluations of trustworthiness compared to students who instead received typical classroom instruction. We discuss the instructional implications of a contrasting-cases approach in facilitating secondary school students’ usage of source features within multiple-documents inquiry contexts.