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41.
42.
Troy D. Sadler 《Journal of Science Teacher Education》2006,17(3):217-241
In many teacher preparation programs, student teaching serves as a culminating event that bridges academic coursework and
the realities of classroom teaching. Therefore, it represents a significant aspect of preservice teacher education. This study
explored student teaching as it was experienced by 13 middle and secondary science preservice teachers. Qualitative techniques
were used to analyze individual interviews, group seminar sessions, and written reflections to construct a phenomenological
account of student teaching as experienced by the preservice teachers. The aim was to construct a picture of the shared experiences
of these student teachers to help understand how they struggled, succeeded, and learned as a part of their classroom practica.
These findings are then used to draw implications for science teacher education. 相似文献
43.
Research apprenticeships for secondary students provide authentic contexts for learning science in which students engage in
scientific investigations with practicing scientists in working laboratory groups. Student experiences in these research apprenticeships
vary depending on the individual nature of the laboratory in which students have been placed. This study explores potential
relationships among student experiences in apprenticeship contexts and desired student outcomes (e.g. science content knowledge,
understandings of nature of science, and aspirations for science oriented career plans). The following two research questions
guided the study: How do participant experiences in and outcomes resulting from an authentic research program for high school
students vary? How does variation in participant experiences in an authentic research program relate to participant outcomes?
Primary data sources were student and mentor interviews in addition to student generated concept maps. Results indicated that
the greatest variance in student experiences existed in the categories of collaboration, epistemic involvement, and understandings
of the significance of research results. The greatest variation in desired student outcomes was observed in student understandings
of nature of science and in students’ future science plans. Results suggested that collaboration and interest in the project
were experience aspects most likely to be related to desired outcomes. Implications for the design of research apprenticeships
for secondary students are discussed. 相似文献
44.
Philip M. Sadler Harold Coyle Nancy Cook Smith Jaimie Miller Joel Mintzes Kimberly Tanner John Murray 《CBE life sciences education》2013,12(3):553-575
We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. 相似文献
45.
Samantha R. Fowler Dana L. Zeidler Troy D. Sadler 《International Journal of Science Education》2013,35(2):279-296
This study is a part of a larger study that examined using socioscientific issues (SSI) as a form of effective science teaching. The purpose was to investigate how teaching a year‐long curriculum using SSI affects science learning outcomes. In this report, we examine the effects of a SSI‐driven curriculum on the development of students’ moral sensitivity. Our results indicate that development of moral sensitivity can be promoted through science learning experiences embedded in SSI. Results also suggest that moral sensitivity is contextually dependent. Implications for teaching are discussed. 相似文献
46.
Mustafa Sami Topcu Troy D. Sadler Ozgul Yilmaz‐Tuzun 《International Journal of Science Education》2013,35(18):2475-2495
The purpose of the current study is to explicitly test the extent to which issue contexts affect the informal reasoning processes engaged in by individuals. In order to address the research question framing this study, we engaged 39 Turkish preservice science teachers (PSTs) in interviews designed to elicit argumentation related to multiple socioscientific scenarios. Three scenarios related to gene therapy, another three related to human cloning, and the final scenario related to global warming. The data were analyzed using an interpretive qualitative research approach. Our work builds on a framework initially proposed by Toulmin in 1958. This study has provided new evidence related to informal reasoning in the context of socioscientific issues (SSI). At the sample level, there was strong consistency in informal reasoning quality among varying socioscientific scenarios. However, finer‐grained analyses indicated a greater level of variability in the informal reasoning practices of individual PSTs. These results support previous conclusions that suggest context dependence for informal reasoning related to SSI. This study provides an initial picture of the reasoning practices of preservice teachers as opposed to science learners. The results indicate that teachers, at least those in this Turkish setting, would benefit from learning experiences that support their own informal reasoning practices as well as their ability to foster development of these practices among their students. We encourage the field to continue the investigation of SSI as contexts for education particularly as it relates to the education of teachers. 相似文献
47.
Sasha A. Barab Troy D. Sadler Conan Heiselt Daniel Hickey Steven Zuiker 《Journal of Science Education and Technology》2010,19(4):387-407
In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich
inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment
gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and
the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in
rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative,
students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user
virtual worlds can be effectively leveraged to support academic content learning. 相似文献
48.
49.
Efrat Eilam Stephen W. Bigger Kirsten Sadler Fiachra Barry Tom Bielik 《Higher Education Quarterly》2016,70(4):419-448
This paper addresses the positioning of science, technology, engineering and mathematics (STEM) outreach programmes within universities’ operations. Though universities in many respects form a rather homogenous international community, there is wide diversity in regard to the provision of STEM outreach by different institutions. To explain this diversity, a conceptual framework was developed by using the Theory of Legitimacy as an organising concept. The framework considers two opposing scenarios that form a continuum between them, namely: ‘top‐down’ initiative by the university governance versus ‘bottom‐up’ grass‐roots initiative. Using the Theory of Legitimacy, internal and external outreach relationships are characterised and explained under the two scenarios. The framework was applied to two settings chosen due to their essential differences in outreach provision, namely, Australia and Israel. The differences that were found in internal and external legitimacy provide a useful lens for examining the low‐performing, fragile system in Australia as compared with the high‐performing, thriving system in Israel. 相似文献
50.
Advancing reflective judgment through Socioscientific Issues 总被引:1,自引:0,他引:1
The purpose of this investigation was to explore possible relationships between Socioscientific Issues instruction and students' development of reflective judgment. The usefulness of the Reflective Judgment Model as a tool for assessing the value of SSI is established in the parallels that can be drawn between them. Both involve ill‐structured problems requiring evidence‐based reasoning subject to differing interpretations by students, and both require examination, analysis and the blending of scientific and normative evidence, as students use that evidence to support a reasoned position. Results demonstrated both qualitative evidence revealing more sophisticated and nuanced epistemological stances toward higher stages of reflective judgment, as well as statistically significant gains within treatment groups with a moderately large effect size. Theoretical implications for advancing students' epistemological beliefs about evidence‐based argumentation and pedagogical implications for rethinking how to connect science with topics that are fundamentally meaningful to students are discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 74–101, 2009 相似文献