Pre-service teachers’ perceptions of effective inquiry instruction: are effective instruction and effective inquiry instruction essentially the same?

This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns’ (Research in classrooms: The study of teachers, teaching, and instruction (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion than was effective instruction.     

Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning

Cultural Studies of Science Education - This mixed-methods research study explored Saudi Arabian elementary science teachers’ perceptions about and conceptualizations of cultural factors...     

Developing a science teacher education course that supports student teachers’ thinking and teaching about the nature of science

This paper reports on part of an ongoing research project in England concerning the Nature of Science (NOS). The particular focus is on the initial thinking of the graduate scientists starting a one-year, Postgraduate Certificate of Education (PGCE) course and the way the course approaches adopted influence their views and understanding of NOS and their teaching. The research is set against a wealth of literature indicating that teachers find it difficult to teach curricula that emphasise NOS. Thus a key impetus for research in this area has been to look for ways that beginning teachers might be better prepared to face such challenges.

Sample

The paper draws on data from three cohorts of secondary PGCE students in a university–schools partnership, involving a total of 169 students.

Design and method

The research lies within a design research tradition. It has used mixed methods, involving written tasks, interviews and focus groups, with an iterative approach where the outcomes from one cohort have been used to inform course developments in successive years.

Results

The results from these cohorts suggest that, while the students starting the course have a less restricted view of NOS than indicated by some other studies, in most cases there is a lack of breadth and depth to their understanding. There is some evidence that the use of specific tasks focusing on NOS in university-based sessions may be helping to develop and deepen understanding. However, the impact of current approaches remains fairly limited and attempts to develop teaching practices often face considerable barriers in the school-based practicum.

Conclusions

Graduate science students’ understanding of NOS as they embark on the PGCE is not highly developed. Hence, the emphasis on aspects of NOS in the school curriculum presents a considerable challenge. This study suggests that there is a need to both further develop an explicit focus on NOS in university-based sessions and to develop closer relationships between schools and university faculty in seeking to support developments in classroom practice in this difficult area.     

Pre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum

The work presented here represents a preliminary attempt to address the role of teachers in supporting students’ learning on socio-scientific issues (SSI) by characterising pre-service biology teachers’ perceptions and adaptation of curriculum and identifying factors that serve to mediate this process. A hundred and two undergraduate pre-service biology teachers took part in this study over the course of one semester. The teacher candidates (72% female) completed a questionnaire comprising Likert-type and open-ended questions. The results indicated that the teacher candidates perceived a need to address SSI positively. Pre-service teachers had moderate personal teaching efficacy beliefs related to teaching about SSI. They also identified the lack of instructional time and the unavailability of relevant materials as the primary obstacles hindering the teaching of SSI. The implications for teacher education and the design of curriculum materials with respect to SSI are discussed.     

Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model

Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers’ perceptions of differentiated instruction and their related classroom practices. This study, therefore, examined the factor structure and reliability of the Differentiated Instruction Questionnaire, called the DI-Quest instrument. A list of 87 items was constructed, building on existing prevalent theoretical models of Differentiated Instruction (e.g. Tomlinson, 2014; Hall, 2002). An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure of the questionnaire. As a result, five factors emerged: two factors related to the teachers’ philosophy of differentiated instruction (the teachers’ mindset and their ethical compass), two factors referred to the practical principles that teachers apply to differentiate (flexible grouping and output = input) and the last factor (differentiated instruction) covered the self-reported extent to which teachers differentiated their instruction related to three types of differences in learning (students’ interests, readiness and learning profile). As a result, the DI-Quest instrument entailed 31 items with a five-factor structure indicating a good fit (CFI = 0.919; TLI = 0.911; RMSEA = 0.041 [0.037–0.044 – 90% confidence interval, p(0.05) = 1.000]; SRMR = 0.048; χ² = 5888.338, df = 465, p = 0.000). In addition, assuming theoretical relatedness between the factors, the validation of a DI-Quest model was empirically validated. We compared the model fit for two models by investigating which model had a lower BIC and AIC value and by comparing their chi square values. The best-fitting DI-Quest model showed four factors (teachers’ mindset, ethical compass, flexible grouping and output = input as dependent variables) functioning as significant predictors of the fifth factor (the self-reported adoption of Differentiated Instruction, which served as an independent variable). Moreover, this paper also discusses the psychometric properties of the DI-Quest instrument and the implications of the model for schools, educators and researchers.     

Mathematics and science teachers’ perceptions about using drama during the digital story creation process

This case study investigated math and science teachers’ perceptions about the use of creative drama during a digital story (DS) creation process for educational purposes. A total of 25 secondary science and math teachers were selected according to criterion sampling strategy to participate in the study. Data were collected through an open-ended questionnaire and unstructured interviews and then analysed through open coding. Study results showed that most of the science and math teachers had positive opinions about the application of creative drama during the DS creation process. Moreover, the teachers indicated a general preference for using creative drama in their classes to capture students’ attention or prompt them to think about their stories at such stages of the DS creation process as scenario design and final presentation. Participants also identified potential obstacles in using creative drama during the DS creation process as teachers not having expertise in creative drama, student inexperience and inappropriate physical conditions of schools.     

Science teachers’ perceptions of the appeal of science subjects to boys and girls

Science teachers’ perceptions of the type of subject that appeals to 14 year old pupils were investigated using bi‐polar semantic differential rating scales. It was found that science teachers believe that boys and girls prefer significantly different subject characteristics. Teachers’ beliefs about the subject characteristics preferred by boys are closer to the perceived characteristics of school science, as judged on the same semantic differential scales, than is the case for girls. Teachers perceive the characteristics of school science to be much less attractive to girls. A comparison between the responses from groups of science teachers and pupils revealed that teachers believe that boys’ and girls’ preferences for subject characteristics are more dissimilar than they actually are. Girls’ preferences are closer to those of boys and to the characteristics associated with school science than teachers realize.     

Elementary teachers’ beliefs about multicultural education practices

As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed.     

Identifying exemplary science teachers through their students’ perceptions of the assessment process

This paper reports on part of a large‐scale study aimed at examining students’ perceptions of assessment. This paper will report on a study utilising mixed methodology in 150 Australian middle school classrooms. The purpose of the study described in this paper was to use the Students’ Perceptions of Assessment Questionnaire on Teacher Interaction (SPAQ) to identify and describe exemplary science teachers. With a sample of over 3000 science students, the reliability of the SPAQ scales ranged from 0.62 to 0.82. The exemplary teachers were identified as those whose students’ perceptions were more than one standard deviation above the mean on three of the five scales of Congruence with planned learning, Transparency, Authenticity, Student consultation, and Diversity. The construct validity of the SPAQ to identify these exemplary teachers was confirmed through interviews with students and these views are reported in the article.     

Correction to: Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning

Cultural Studies of Science Education - In the Original Publication of the article, second author’s name was misspelt.     

Elementary teachers’ science subject matter knowledge across the teacher career cycle

Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.     

Inquiry of pre-service teachers’ concern about integrating Web 2.0 into instruction

To promote technology integration, it is essential to address pre-service teacher (PST) concerns about facilitating technology-enhanced learning environments. This study adopted the Concerns-Based Adoption Model to investigate PST concern on Web 2.0 integration. Four hundred and eighty-nine PSTs in a teacher education university in north Taiwan participated in this study, achieving a response rate of almost 50%. Participants completed online surveys at their convenience over a two-week period. Significant relationships between the concern and a few personal characteristics were found. The PST concern was most intense in the self-concern stage and then fluctuated from task-concern to impact-concern within a small range. Findings of the study provide valuable insights for personalising teacher education as to how levels of concern, self-efficacy for teaching, teacher knowledge and demographics influence the change process required for Web 2.0 integration in instruction.     

Identifying exemplary science teachers through students’ perceptions of their learning environment

The purpose of this study was to examine students’ psychosocial perceptions of their science classroom learning environment in order to identify exemplary teachers. This mixed-method study used the valid and reliable What Is Happening In this Class? (WIHIC) questionnaire with over 3,000 middle school students in 150 classrooms in Australia. Exemplary teachers were defined as those whose students’ perceptions were more than one standard deviation above the mean for three of the five scales of Student Cohesiveness, Teacher Support, Involvement, Task Orientation and Equity. The reliability of the WIHIC scales ranged from 0.75 to 0.87. Eta² showed that the WIHIC was able to distinguish between the perceptions of the students in the classroom. The construct validity of the WIHIC for identifying these exemplary teachers was confirmed through interviews with students and these views are reported in the article.     

Students ’ perceptions of science classes in the Philippines

This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science. This research was part of a research project commissioned by the Japan International Cooperation Agency-Philippines.     

Science teacher candidates’ perceptions about roles and nature of scientific models

Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks to teach and learn inaccessible facts. As being indispensable parts of learning and doing science, use of scientific models in science classes should be reinforced. At this point, uncovering pre-service science teachers’ (PSTs) understandings of scientific models are of great importance since they will design and conduct teaching situations for their students. Purpose: The study aimed to provide an answer to the research question: What understandings do PSTs possess about scientific models? Sample: The sample of the study consisted of 14 PSTs enrolled in an Elementary Science Education program in a public university in Ankara, Turkey. Design and methods: Data were collected by using an open-item instrument and semi-structured interviews, and were analyzed by using qualitative data analysis methods. Results: Findings showed that PSTs held fragmented views of models by having informed views in some aspects while having naïve views on others. That is, although they displayed a constructivist orientation by acknowledging the presence of multiple models for the same phenomenon depending on scientists’ perspectives or creativity involved in the production of scientific knowledge, PSTs also expressed logical positivist views by believing that models should be close to the real phenomena that they represent. Findings further revealed that PSTs generally conceptualized models’ materialistic uses, yet they did not think much about their theoretical and conceptual uses. It was observed that roles like reifying and visualizing were overestimated and models were dominantly characterized as three-dimensional representations. Conclusions: It is clear that PSTs, having difficulties in grasping the concept of models, would possibly have problems in planning their lessons effectively and would not develop accurate concepts in their students. These findings apparently support the need for appropriate pedagogic training of PSTs to scientifically reflect on and professionally make use of models in science classes.