Pub Date : 2024-01-03DOI: 10.1080/1046560x.2023.2287790
Hassan Iddy, Daniel Sidney Fussy, Selina Thomas Mkimbili, Jaquiline Amani
Science teachers are increasingly encouraged to critically engage their students with scientific knowledge and expertise, with the expectation that such instructional practices will support the dev...
{"title":"Supporting the Development of Students’ Scientific Literacy","authors":"Hassan Iddy, Daniel Sidney Fussy, Selina Thomas Mkimbili, Jaquiline Amani","doi":"10.1080/1046560x.2023.2287790","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2287790","url":null,"abstract":"Science teachers are increasingly encouraged to critically engage their students with scientific knowledge and expertise, with the expectation that such instructional practices will support the dev...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"22 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.1080/1046560x.2023.2291884
Franklin S. Allaire, J. Patrick King, Anne C. Frenzel
Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning...
{"title":"Measuring Science-Teaching Affect: First Results on the Science Teaching Emotions Scales (Sci-TES)","authors":"Franklin S. Allaire, J. Patrick King, Anne C. Frenzel","doi":"10.1080/1046560x.2023.2291884","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2291884","url":null,"abstract":"Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139029297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.1080/1046560x.2023.2288719
Jarod Kawasaki, Sandy Chang
Social justice-oriented teacher education programs infuse critical pedagogies in their coursework to build teachers’ capacity to design and enact teaching that seeks to disrupt systemic oppression ...
{"title":"Exploring the Goals of Social Justice Teaching Through the Eyes of Early Career Science Teachers","authors":"Jarod Kawasaki, Sandy Chang","doi":"10.1080/1046560x.2023.2288719","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2288719","url":null,"abstract":"Social justice-oriented teacher education programs infuse critical pedagogies in their coursework to build teachers’ capacity to design and enact teaching that seeks to disrupt systemic oppression ...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.1080/1046560x.2023.2291246
Qiu Zhong, Meredith Park Rogers, Celeste Nicholas, Joshua A. Danish, Cindy E. Hmelo-Silver
This study explores a third-grade teacher’s (Deb) developing knowledge and practice for incorporating representations into her teaching of science over the course of 2 years. Data was gathered from...
{"title":"An Elementary Teacher’s Development of Using Representations: Comparing 2 Years’ Teaching in Earth Science Unit","authors":"Qiu Zhong, Meredith Park Rogers, Celeste Nicholas, Joshua A. Danish, Cindy E. Hmelo-Silver","doi":"10.1080/1046560x.2023.2291246","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2291246","url":null,"abstract":"This study explores a third-grade teacher’s (Deb) developing knowledge and practice for incorporating representations into her teaching of science over the course of 2 years. Data was gathered from...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"3 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138741066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1080/1046560x.2023.2283662
Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg
This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. I...
{"title":"Preservice Elementary Teachers’ Knowledge Resources for Blending Arguments and Representations in Science","authors":"Lauren Barth-Cohen, Tracy E. Dobie, José F. Gutiérrez, Rachel Carlsruh, Kevin Greenberg","doi":"10.1080/1046560x.2023.2283662","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2283662","url":null,"abstract":"This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. I...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"54 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1080/1046560x.2023.2287321
Brooke A. Moore, Earl F. Legleiter, Kylia Owens, Brynne Packard, Jessica Wright
In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an onlin...
{"title":"Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers","authors":"Brooke A. Moore, Earl F. Legleiter, Kylia Owens, Brynne Packard, Jessica Wright","doi":"10.1080/1046560x.2023.2287321","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2287321","url":null,"abstract":"In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an onlin...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/1046560x.2023.2263251
Geeta Verma, Todd Campbell, Wayne Melville, Byung-Yeol Park
{"title":"Navigating Opportunities and Challenges of Artificial Intelligence: ChatGPT and Generative Models in Science Teacher Education","authors":"Geeta Verma, Todd Campbell, Wayne Melville, Byung-Yeol Park","doi":"10.1080/1046560x.2023.2263251","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2263251","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"2 s2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1080/1046560x.2023.2272071
Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman
ABSTRACTIn this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers’ science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.KEYWORDS: Science teachingsocial justiceteacher educationscience epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis article was funded by the National Science Foundation.
{"title":"An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”","authors":"Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman","doi":"10.1080/1046560x.2023.2272071","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2272071","url":null,"abstract":"ABSTRACTIn this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers’ science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.KEYWORDS: Science teachingsocial justiceteacher educationscience epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis article was funded by the National Science Foundation.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"121 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/1046560x.2023.2265715
Lisa A. Borgerding, Jennifer L. Heisler, Breanna C. Beaver, A. O. Prince
ABSTRACTClimate change is a growing global crisis with short and long-term physical and human impacts. Although climate change is a global occurrence, the impacts of climate change are not felt equally among all locations and all groups of people. Climate justice education is a form of social justice education that invites students to consider how the contributions toward and impacts of climate change differ across racial, socioeconomic, geographic, and intergenerational lines. Climate justice education can be impactful and may motivate climate actions and activism. To learn more about how climate justice education can be enacted, this mixed methods study sought to investigate Ohio secondary science teachers’ climate justice and climate action teaching practices and their reasons for their instructional choices. Eighty-six Ohio secondary science teachers completed an electronic survey about their climate change teaching practices, and 26 of these teachers were interviewed to explain their practices. Research participants most often framed their climate change teaching as a global social issue and as a current problem with primarily physical impacts on the Earth. Most participants who taught about climate change address multiple climate actions and at least one climate justice issue. When participants address climate justice, they most commonly address geographic injustices and least often address racial injustices. Teachers most often teach individual, apolitical climate mitigation actions and seldom teach collective and/or adaptation actions. Implications for science teacher professional learning and curriculum development are discussed.KEYWORDS: Climate changeclimate justicesecondary science teachingscience teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Secondary Science Teachers’ Views and Approaches for Teaching for Climate Justice and Action","authors":"Lisa A. Borgerding, Jennifer L. Heisler, Breanna C. Beaver, A. O. Prince","doi":"10.1080/1046560x.2023.2265715","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2265715","url":null,"abstract":"ABSTRACTClimate change is a growing global crisis with short and long-term physical and human impacts. Although climate change is a global occurrence, the impacts of climate change are not felt equally among all locations and all groups of people. Climate justice education is a form of social justice education that invites students to consider how the contributions toward and impacts of climate change differ across racial, socioeconomic, geographic, and intergenerational lines. Climate justice education can be impactful and may motivate climate actions and activism. To learn more about how climate justice education can be enacted, this mixed methods study sought to investigate Ohio secondary science teachers’ climate justice and climate action teaching practices and their reasons for their instructional choices. Eighty-six Ohio secondary science teachers completed an electronic survey about their climate change teaching practices, and 26 of these teachers were interviewed to explain their practices. Research participants most often framed their climate change teaching as a global social issue and as a current problem with primarily physical impacts on the Earth. Most participants who taught about climate change address multiple climate actions and at least one climate justice issue. When participants address climate justice, they most commonly address geographic injustices and least often address racial injustices. Teachers most often teach individual, apolitical climate mitigation actions and seldom teach collective and/or adaptation actions. Implications for science teacher professional learning and curriculum development are discussed.KEYWORDS: Climate changeclimate justicesecondary science teachingscience teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1080/1046560x.2023.2256563
María Esther Téllez-Acosta, Andres Acher, Scott P. McDonald
ABSTRACTLearning to plan modeling-based investigations (MBIs) presents significant challenges for pre-service elementary teachers. Although they understand disciplinary core ideas and modeling practices, they address both as competing learning goals and, as novices, they have not experienced how to structure MBIs for their future students. In the context of a science teacher education course, we have designed a set of pedagogical supports around a biology-specific epistemic tool to help pre-service elementary teachers meet those challenges. This study builds the case of how a group of four pre-service elementary teachers learns to plan MBIs while working with the designed supports. We use the professional vision as a theoretical and analytical framework to characterize the group’s learning through discourses to build shared professional understandings of planning MBIs around biology core ideas. Analysis focused on their highlighting and coding of relevant aspects of disciplinary core ideas, modeling, and structuring MBIs, as well as their creation and use of material representations. The findings illustrate that: a) epistemic negotiation supports the group in integrating biology core ideas and modeling practices when developing explanatory models, and b) pedagogical negotiation, through the de-construction of those explanatory models, supports the group structuring of a MBI, including a natural phenomenon and questions students can investigate in a coherent sequence. We discuss how a biology-specific epistemic tool embedded in pedagogical supports helps pre-service teachers learn to plan MBIs by facilitating both epistemic and pedagogical negotiations.KEYWORDS: Disciplinary core ideaslearningplanning modeling-based investigationspre-service elementary teachersscientific modeling Authors’ NoteThe manuscript is based on the first author’s doctoral dissertation, which is cited in the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementAll subjects participated voluntarily in the study. The participants provided their written informed consent.
{"title":"Pre-Service Elementary Teachers Learning to Plan Modeling-Based Investigations","authors":"María Esther Téllez-Acosta, Andres Acher, Scott P. McDonald","doi":"10.1080/1046560x.2023.2256563","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2256563","url":null,"abstract":"ABSTRACTLearning to plan modeling-based investigations (MBIs) presents significant challenges for pre-service elementary teachers. Although they understand disciplinary core ideas and modeling practices, they address both as competing learning goals and, as novices, they have not experienced how to structure MBIs for their future students. In the context of a science teacher education course, we have designed a set of pedagogical supports around a biology-specific epistemic tool to help pre-service elementary teachers meet those challenges. This study builds the case of how a group of four pre-service elementary teachers learns to plan MBIs while working with the designed supports. We use the professional vision as a theoretical and analytical framework to characterize the group’s learning through discourses to build shared professional understandings of planning MBIs around biology core ideas. Analysis focused on their highlighting and coding of relevant aspects of disciplinary core ideas, modeling, and structuring MBIs, as well as their creation and use of material representations. The findings illustrate that: a) epistemic negotiation supports the group in integrating biology core ideas and modeling practices when developing explanatory models, and b) pedagogical negotiation, through the de-construction of those explanatory models, supports the group structuring of a MBI, including a natural phenomenon and questions students can investigate in a coherent sequence. We discuss how a biology-specific epistemic tool embedded in pedagogical supports helps pre-service teachers learn to plan MBIs by facilitating both epistemic and pedagogical negotiations.KEYWORDS: Disciplinary core ideaslearningplanning modeling-based investigationspre-service elementary teachersscientific modeling Authors’ NoteThe manuscript is based on the first author’s doctoral dissertation, which is cited in the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementAll subjects participated voluntarily in the study. The participants provided their written informed consent.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136079140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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