Fostering Model-Based School Scientific Argumentation Among Prospective Science Teachers

The paper aims both to foster and to assess ＂school scientific argumentation＂ among secondary science teachers during their pre-service education. For these purposes, the paper uses the recta-scientific construct of＂theoretical model＂ （proposed by the so-called semantic view of scientific theories from contemporary philosophy of science） in three different and complementary conceptual levels. Firstly, the paper suggests teachers to argue using theoretical models （as opposed to propositional items） from science as a key component of their arguments. Secondly, the paper tries to scaffold teachers＇ argumentation practices modeling them with paradigmatic exemplars （which the author calls ＂epitomes＂）. And thirdly, the paper uses a four-component model of school scientific argumentation as an analytical tool to inspect how science teachers argue. The teachers＇ argumentative texts that are discussed in the paper arise from their participation in teaching-learning sequences designed to improve their argumentation skills via three synergic model-based operations： analyzing epitomes of arguments, （co-）constructing new arguments, and meta-theoretically reflecting upon them.     

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course.     

Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non‐equivalent pretest–post‐test control‐group design was employed. Analysis of covariance and repeated‐measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included.     

Training Teachers in Interactive Video Instructional Applications

No abstract available for this article.     

Engaging Prospective Elementary Teachers in Lesson Study

This paper discusses the ways in which teacher educators can effectively engage prospective teachers (PTs) in lesson study during mathematics methods courses. Evidence from this work suggests that engagement in lesson study provides PTs with opportunities to strengthen their knowledge about mathematics, students, and pedagogy. More specifically, the results demonstrated that lesson study helped PTs to engage in deep and thoughtful discussions about mathematics, reflect on their teaching, and make effective changes to their lessons that showed noticeable improvements in student learning. Recommendations from this work provide specific methods-course suggestions on the implementation of lesson study as a model for PTs' professional and practitioner development, including strategies and guiding questions that teacher educators can utilize to help deepen PTs' knowledge about mathematics, teaching, and student learning.     

Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses. In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels of analysis.     

Making Science Relevant: The Experiences of Prospective Elementary School Teachers in an Innovative Science Content Course

Journal of Science Teacher Education -     

Influence of Guided Cycles of Planning,Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations

This study examined changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Qualitative case study design guided data collection, organization, and analysis. Multiple forms of data, including audiotaped interviews, written documents, and videotaped teaching episodes, were collected across two complete cycles of planning, teaching, and reflection. Data on prospective teachers' content representations were analyzed for their accuracy, sequencing, and connectedness, as well as their attention to the needs of learners. Improvements in content representations were noted within each component of the cycles and across semesters. These changes appear to be closely related to prospective teachers' developing understanding of learners. Findings suggest that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to the noted improvements. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 318–339, 2000.     

Science and Mathematics Instruction of Beginning Elementary Teachers

Journal of Science Teacher Education -     

Nurturing Confidence in Preservice Elementary Science Teachers

This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge could not be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for future research.     

Nurturing Confidence in Preservice Elementary Science Teachers

The purpose of this study was to examine changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge couldn't be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest that there may be important connections between the two for preservice teachers that would be fruitful areas for future research.     

Preparing More Confident Preservice Elementary Science Teachers: One Elementary Science Methods Teacher's Self-Study

Journal of Science Teacher Education -     

The Moon Investigation: Instructional Strategies for Elementary Science Methods

Journal of Science Teacher Education -     

Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers

The teacher as researcher, Colburn, and the researcher, Bianchini, investigated Colburn's use of inquiry to teach the nature of science to prospective elementary teachers; we attempted to identify those aspects of the nature of science addressed through inquiry instruction and the varied contexts in which such insights arose. We began by videotaping small group inquiries and whole class deliberations during three units of Colburn's inquiry‐oriented general science course. We then conducted separate qualitative analyses of the resulting 20 h of videotaped data. Colburn, the teacher and informant, adopted an emic perspective and employed examples of explicit and implicit deliberations and demonstrations of the nature of science to construct his case. Bianchini also used an emic perspective, but examined only what teacher and students explicitly identified as examples of and insights into the nature of science. Taken together, our analyses highlight the difficulties in presenting a cogent and comprehensive picture of the nature of science to students, the teacher's pivotal role in initiating discussions of what science is and how scientists work, and the strengths and limitations of using classroom‐based research to investigate nature of science instruction. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 177–209, 2000     

Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers

Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists. Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices were collected through interviews, surveys, and classroom observations. The findings show that the professional development experience was positive, although one concern expressed by teachers was their lack of understanding of the scientists’ vocabulary. Using scientists and real-world scenarios was shown to be an effective strategy for encouraging middle school teachers to teach science as a process and help them strengthen their science content understanding.     

Beginning Elementary Teachers' Development as Teachers of Science

Journal of Science Teacher Education -     

The Effectiveness of Jigsaw II on Prospective Elementary School Teachers

Jigsaw is a well‐known and frequently used technique in cooperative learning. As part of ongoing studies to develop the technique, this research concentrates on exploring its use with prospective elementary school teachers (PTs). In order to establish PTs' views regarding Jigsaw and its effective on their academic success a proficiency test and questionnaire were administered and observations were made. Eighty‐one PTs from the Elementary Education Department at Cukurova University attending a math teaching course (MTC) participated. Forty‐five of these participants were in the experimental group and 36 in the control group. Findings show that Jigsaw II had a positive effect (effect size = 1.06) on PTs' academic success as well as on their views regarding the technique itself.     

Perceived Efficacy Beliefs of Prospective Nigerian Science Teachers

The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B) (Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions of STEB-B.     

Beginning Elementary School Teachers and the Effective Teaching of Science

Journal of Science Teacher Education -