Pub Date : 2023-02-16DOI: 10.1080/1046560x.2022.2155355
Christina (Stina) Krist, Nessrine Machaka, D. Voss, Nitasha Mathayas, Susan B. Kelly, Soo‐Yean Shim
{"title":"Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions","authors":"Christina (Stina) Krist, Nessrine Machaka, D. Voss, Nitasha Mathayas, Susan B. Kelly, Soo‐Yean Shim","doi":"10.1080/1046560x.2022.2155355","DOIUrl":"https://doi.org/10.1080/1046560x.2022.2155355","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48045386","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 : 2023-02-16DOI: 10.1080/1046560X.2022.2148857
J. Pleasants
ABSTRACT Recent science education reforms emphasize the goal of developing students’ science and engineering practices. To foreground those practices during science instruction, teachers need conceptual tools to guide their instructional decision-making. In this conceptual paper, I propose that thinking about science and engineering activities as educative games provides a useful model for designing productive educational experiences. Central to this argument is a recognition of the ways that games allow learners to experience and cultivate new forms of agency—including those aligned with the practice of science and engineering. When immersed in a game, a student/player pursues clearly defined goals using a limited set of available actions, and in doing so they act out and experience a form of agency that they might not otherwise have been able to access. Viewed in this way, science and engineering activities can be analyzed and evaluated with respect to the forms of agency that they cultivate in students, including the extent to which those forms of agency are consistent with those of science and engineering. In addition to presenting this way of thinking about science and engineering activities, this paper proposes a practical model to assist teachers in analyzing and designing science and engineering learning activities.
{"title":"Embracing the Game-Like Character of Science and Engineering Activities: A Perspective to Guide Teachers’ Instructional Decisions","authors":"J. Pleasants","doi":"10.1080/1046560X.2022.2148857","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2148857","url":null,"abstract":"ABSTRACT Recent science education reforms emphasize the goal of developing students’ science and engineering practices. To foreground those practices during science instruction, teachers need conceptual tools to guide their instructional decision-making. In this conceptual paper, I propose that thinking about science and engineering activities as educative games provides a useful model for designing productive educational experiences. Central to this argument is a recognition of the ways that games allow learners to experience and cultivate new forms of agency—including those aligned with the practice of science and engineering. When immersed in a game, a student/player pursues clearly defined goals using a limited set of available actions, and in doing so they act out and experience a form of agency that they might not otherwise have been able to access. Viewed in this way, science and engineering activities can be analyzed and evaluated with respect to the forms of agency that they cultivate in students, including the extent to which those forms of agency are consistent with those of science and engineering. In addition to presenting this way of thinking about science and engineering activities, this paper proposes a practical model to assist teachers in analyzing and designing science and engineering learning activities.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"751 - 769"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48782434","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 : 2022-11-18DOI: 10.1080/1046560X.2022.2136052
J. McCausland, Jennifer Jackson, Scott McDonald, K. Bateman, A. Pallant, Hee-Sun Lee
ABSTRACT Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers’ learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this study tells the story of how the four teachers negotiated professional vision for science teaching around dilemmas that emerged throughout the professional development. By taking a sociocultural perspective on professional vision, researchers can gain insight into how and what teachers learn in professional development settings because it renders teacher learning complex and nuanced. Additionally, we argue negotiating professional vision parallels sensemaking. Sensemaking around science teaching includes grappling with epistemic issues of science in addition to pedagogy and curriculum. Implications for science teacher education are discussed. Specifically, we argue learning to teach requires teachers to engage in conversations that create opportunities to “get somewhere” in relation to dilemmas they have about teaching. In this way, professional vision is an ongoing process of learning that has no endpoint or ideal articulation of teaching or science. Therefore, by framing professional vision as a process of learning we are able to push back on simplistic descriptions of teaching and science.
{"title":"Science Teachers’ Negotiation of Professional Vision around Dilemmas of Science Teaching in a Professional Development Context","authors":"J. McCausland, Jennifer Jackson, Scott McDonald, K. Bateman, A. Pallant, Hee-Sun Lee","doi":"10.1080/1046560X.2022.2136052","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2136052","url":null,"abstract":"ABSTRACT Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers’ learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this study tells the story of how the four teachers negotiated professional vision for science teaching around dilemmas that emerged throughout the professional development. By taking a sociocultural perspective on professional vision, researchers can gain insight into how and what teachers learn in professional development settings because it renders teacher learning complex and nuanced. Additionally, we argue negotiating professional vision parallels sensemaking. Sensemaking around science teaching includes grappling with epistemic issues of science in addition to pedagogy and curriculum. Implications for science teacher education are discussed. Specifically, we argue learning to teach requires teachers to engage in conversations that create opportunities to “get somewhere” in relation to dilemmas they have about teaching. In this way, professional vision is an ongoing process of learning that has no endpoint or ideal articulation of teaching or science. Therefore, by framing professional vision as a process of learning we are able to push back on simplistic descriptions of teaching and science.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"689 - 706"},"PeriodicalIF":1.9,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551176","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 : 2022-11-18DOI: 10.1080/1046560X.2022.2143612
Ashlyn E. Pierson, D. T. Keifert, Sarah-Jo Lee, Andrea Henrie, H. Johnson, Noel Enyedy
ABSTRACT Research has explored how science teachers can create equitable learning environments. In addition, research demonstrates that representations can be powerful tools for supporting disciplinary learning and inviting and leveraging students’ diverse ideas and practices. Yet, professional development (PD) about representations has primarily focused on teachers’ knowledge of disciplinary practices rather than on how teachers can value and build upon students’ representations as resources for equitable sensemaking. In this paper, we present cases from a year-long professional development program with in-service elementary teachers designed to support science teaching with representations. Through our work with these teachers, we have illustrated an approach to using representations that supports equitable sensemaking by: (1) making space for students to create personally meaningful representations, (2) amplifying students’ representations, and (3) helping students iteratively refine their representations and ideas. These findings extend literature about inclusive science teaching by illustrating how focusing on students’ representations can support equitable sensemaking and by addressing tensions that emerge between equitable teaching, science standards that prioritize canonical knowledge and practices, and monoglossic language ideologies.
{"title":"Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices","authors":"Ashlyn E. Pierson, D. T. Keifert, Sarah-Jo Lee, Andrea Henrie, H. Johnson, Noel Enyedy","doi":"10.1080/1046560X.2022.2143612","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2143612","url":null,"abstract":"ABSTRACT Research has explored how science teachers can create equitable learning environments. In addition, research demonstrates that representations can be powerful tools for supporting disciplinary learning and inviting and leveraging students’ diverse ideas and practices. Yet, professional development (PD) about representations has primarily focused on teachers’ knowledge of disciplinary practices rather than on how teachers can value and build upon students’ representations as resources for equitable sensemaking. In this paper, we present cases from a year-long professional development program with in-service elementary teachers designed to support science teaching with representations. Through our work with these teachers, we have illustrated an approach to using representations that supports equitable sensemaking by: (1) making space for students to create personally meaningful representations, (2) amplifying students’ representations, and (3) helping students iteratively refine their representations and ideas. These findings extend literature about inclusive science teaching by illustrating how focusing on students’ representations can support equitable sensemaking and by addressing tensions that emerge between equitable teaching, science standards that prioritize canonical knowledge and practices, and monoglossic language ideologies.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"707 - 731"},"PeriodicalIF":1.9,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46665033","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 : 2022-11-15DOI: 10.1080/1046560X.2022.2132633
Hosun Kang, J. Nation
ABSTRACT In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the ‘why” of practice), instead of prescribing pedagogical activities (the “what” of practice). The five principles are: a) make it matter, b) support sense-making, c) attend to race, language, and identities, d) build a welcoming community, and e) disrupt power hierarchies. We use a co-designed high school physics unit enacted by one teacher, Ms. Davis (pseudonym), as an illustrative case to contextualize our overall data analysis in three physics classrooms. We examine what teachers did, guided by each design principle, including when they planned lessons, interacted with students during instruction, and assessed student learning. We discuss the affordances of a well-designed conceptual tool in addressing the problem of enactment by productively mediating co-design toward transformative and consequential learning.
{"title":"Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design","authors":"Hosun Kang, J. Nation","doi":"10.1080/1046560X.2022.2132633","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2132633","url":null,"abstract":"ABSTRACT In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the ‘why” of practice), instead of prescribing pedagogical activities (the “what” of practice). The five principles are: a) make it matter, b) support sense-making, c) attend to race, language, and identities, d) build a welcoming community, and e) disrupt power hierarchies. We use a co-designed high school physics unit enacted by one teacher, Ms. Davis (pseudonym), as an illustrative case to contextualize our overall data analysis in three physics classrooms. We examine what teachers did, guided by each design principle, including when they planned lessons, interacted with students during instruction, and assessed student learning. We discuss the affordances of a well-designed conceptual tool in addressing the problem of enactment by productively mediating co-design toward transformative and consequential learning.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"667 - 687"},"PeriodicalIF":1.9,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812483","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 : 2022-10-18DOI: 10.1080/1046560X.2022.2130258
Adam Bennion, E. Davis
ABSTRACT Preservice elementary teachers need to be able to engage young students in science practices but may not have extensive experiences with those practices. They also may have contrasting beliefs about them, which inform their teaching practice. To understand preservice teachers’ beliefs related to science practices, we focus on the connections they made between the practices and teaching and learning. We followed nine participants from a physics content course, into a science methods course, and through their student teaching, collecting data including interviews, reflections, and lesson plans. We used our analyses of interviews and reflections to identify participants’ “professed beliefs,” and of lesson plans to identify “intended beliefs”; from the analysis, we developed a description of teaching and learning beliefs such as Autonomy & Curiosity and Develop Scientific Skills. The professed and intended beliefs of the participants formed connected clusters. We also found cases where these beliefs conflicted conceptually (e.g., when deciding to include many or fewer practices in each lesson or if the science practices are unique to science or can be applied generally). Our findings suggest that teacher educators need to be aware of more than just the professed beliefs of their preservice teachers. They should look for evidence of these beliefs in preservice teachers’ intentions as well.
{"title":"Connecting the Science Practices to Teaching and Learning: Preservice Elementary Teachers’ Professed and Intended Beliefs","authors":"Adam Bennion, E. Davis","doi":"10.1080/1046560X.2022.2130258","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2130258","url":null,"abstract":"ABSTRACT Preservice elementary teachers need to be able to engage young students in science practices but may not have extensive experiences with those practices. They also may have contrasting beliefs about them, which inform their teaching practice. To understand preservice teachers’ beliefs related to science practices, we focus on the connections they made between the practices and teaching and learning. We followed nine participants from a physics content course, into a science methods course, and through their student teaching, collecting data including interviews, reflections, and lesson plans. We used our analyses of interviews and reflections to identify participants’ “professed beliefs,” and of lesson plans to identify “intended beliefs”; from the analysis, we developed a description of teaching and learning beliefs such as Autonomy & Curiosity and Develop Scientific Skills. The professed and intended beliefs of the participants formed connected clusters. We also found cases where these beliefs conflicted conceptually (e.g., when deciding to include many or fewer practices in each lesson or if the science practices are unique to science or can be applied generally). Our findings suggest that teacher educators need to be aware of more than just the professed beliefs of their preservice teachers. They should look for evidence of these beliefs in preservice teachers’ intentions as well.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"645 - 666"},"PeriodicalIF":1.9,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43917128","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 : 2022-10-12DOI: 10.1080/1046560X.2022.2125623
Tonje Tomine Seland Strat, K. Jegstad
ABSTRACT Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how IBSE is implemented in teacher education for primary and lower secondary levels (years 1–10) to prepare PSTs for their professional practice as science teachers. This is explored through an interview study conducted at seven teacher education institutions in Norway. The results reveal that teacher educators implement IBSE in different ways and to different extents. In the interviews, they discuss the use of various scaffolding models and describe specific examples of teaching activities and how they included literature and mandatory work in addition to reflections on the opportunities and challenges related to IBSE in teacher education. Based on these results, we examine three issues related to the implementation of IBSE: 1) how IBSE is implemented (whether science teacher educators prioritize giving PSTs experience in inquiry-based methods in the learner role or the teacher role), 2) how often IBSE is implemented (whether educators focus on single examples or have a plan for progression), and 3) the intention of IBSE implementation (whether IBSE is taught as a product or a process). Based on these issues, we provide recommendations for how IBSE can be implemented in science teacher education.
{"title":"Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education","authors":"Tonje Tomine Seland Strat, K. Jegstad","doi":"10.1080/1046560X.2022.2125623","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2125623","url":null,"abstract":"ABSTRACT Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how IBSE is implemented in teacher education for primary and lower secondary levels (years 1–10) to prepare PSTs for their professional practice as science teachers. This is explored through an interview study conducted at seven teacher education institutions in Norway. The results reveal that teacher educators implement IBSE in different ways and to different extents. In the interviews, they discuss the use of various scaffolding models and describe specific examples of teaching activities and how they included literature and mandatory work in addition to reflections on the opportunities and challenges related to IBSE in teacher education. Based on these results, we examine three issues related to the implementation of IBSE: 1) how IBSE is implemented (whether science teacher educators prioritize giving PSTs experience in inquiry-based methods in the learner role or the teacher role), 2) how often IBSE is implemented (whether educators focus on single examples or have a plan for progression), and 3) the intention of IBSE implementation (whether IBSE is taught as a product or a process). Based on these issues, we provide recommendations for how IBSE can be implemented in science teacher education.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"624 - 644"},"PeriodicalIF":1.9,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47998683","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 : 2022-10-07DOI: 10.1080/1046560x.2022.2133316
E. C. Miller, E. Reigh, L. Berland, J. Krajcik
{"title":"Correction","authors":"E. C. Miller, E. Reigh, L. Berland, J. Krajcik","doi":"10.1080/1046560x.2022.2133316","DOIUrl":"https://doi.org/10.1080/1046560x.2022.2133316","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"688 - 688"},"PeriodicalIF":1.9,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260049","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 : 2022-10-03DOI: 10.1080/1046560X.2022.2112130
Wayne Melville, G. Verma, T. Campbell, Byung-Yeol Park
In 2017, in putting together our application to the Publications Committee for the positions of Co-Editors in Chief, we (Melville, Verma, and Campbell) set out the key priorities that we wanted to pursue if granted the stewardship of the Journal of Science Teacher Education (JSTE). Building on the influential work of our predecessors, Judy and Norm Lederman, we stated that we wanted to extend the global reach of the journal and increase the impact of non-North American science teacher education scholars within the science education literature. Now we are the Co-Editors of the journal, and as we enter the final 17 months of our fiveyear appointment, we can report on our progress in pursuing this key priority. Since 2019, the number of submissions from authors at institutions outside of the United States has increased from 50.9% (116 submissions), to 55.6% (142 submissions) in 2020, and 59.3% (143 submissions) in 2021. If we used this as a valid metric for extending the global reach of JSTE, we could claim to have been successful. Such a claim would be hollow, however, for even as the international reach of the journal has increased as depicted by the number of submissions to JSTE, we have become increasingly troubled by the naivete of our original priority. This feeling was initially based on the acceptance rates that we were seeing for submissions from outside the United States. At the time of writing, 14.7% of the 2019 submissions, 18.3% of the 2020 submissions, and 12.6% of the 2021 submissions have been published, or are still in process. All these percentages are below the acceptance rates for the journal, which has averaged 30.1% over the past three years. Certainly, language continues to be a barrier for some submissions, and we continue to work with the Publications Committee to address this. Over time, however, we also came to believe that other forces were in play—forces that we initially struggled to identify. What we have too slowly come to realize is that simply extending the “global reach” of the journal does not equate to the opening of opportunities to learn from other visions of science teacher education that can, and do, develop and prosper in other cultures. More importantly, we now understand that “If science spaces continue to operate through dominant cultural norms and values, merely providing access to materials or opportunities to participate in science will not make the kind of changes we seek” (Kayumova & Dou, 2022, p. 17). While we thought we understood what we wanted to achieve, and we acted with the most noble of intentions, we have to admit that we have fundamentally failed to challenge the hegemony of scientism in relation
{"title":"Challenging the Hegemony of Western Scientism in Science Teacher Education","authors":"Wayne Melville, G. Verma, T. Campbell, Byung-Yeol Park","doi":"10.1080/1046560X.2022.2112130","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2112130","url":null,"abstract":"In 2017, in putting together our application to the Publications Committee for the positions of Co-Editors in Chief, we (Melville, Verma, and Campbell) set out the key priorities that we wanted to pursue if granted the stewardship of the Journal of Science Teacher Education (JSTE). Building on the influential work of our predecessors, Judy and Norm Lederman, we stated that we wanted to extend the global reach of the journal and increase the impact of non-North American science teacher education scholars within the science education literature. Now we are the Co-Editors of the journal, and as we enter the final 17 months of our fiveyear appointment, we can report on our progress in pursuing this key priority. Since 2019, the number of submissions from authors at institutions outside of the United States has increased from 50.9% (116 submissions), to 55.6% (142 submissions) in 2020, and 59.3% (143 submissions) in 2021. If we used this as a valid metric for extending the global reach of JSTE, we could claim to have been successful. Such a claim would be hollow, however, for even as the international reach of the journal has increased as depicted by the number of submissions to JSTE, we have become increasingly troubled by the naivete of our original priority. This feeling was initially based on the acceptance rates that we were seeing for submissions from outside the United States. At the time of writing, 14.7% of the 2019 submissions, 18.3% of the 2020 submissions, and 12.6% of the 2021 submissions have been published, or are still in process. All these percentages are below the acceptance rates for the journal, which has averaged 30.1% over the past three years. Certainly, language continues to be a barrier for some submissions, and we continue to work with the Publications Committee to address this. Over time, however, we also came to believe that other forces were in play—forces that we initially struggled to identify. What we have too slowly come to realize is that simply extending the “global reach” of the journal does not equate to the opening of opportunities to learn from other visions of science teacher education that can, and do, develop and prosper in other cultures. More importantly, we now understand that “If science spaces continue to operate through dominant cultural norms and values, merely providing access to materials or opportunities to participate in science will not make the kind of changes we seek” (Kayumova & Dou, 2022, p. 17). While we thought we understood what we wanted to achieve, and we acted with the most noble of intentions, we have to admit that we have fundamentally failed to challenge the hegemony of scientism in relation","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"703 - 709"},"PeriodicalIF":1.9,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47727461","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 : 2022-09-27DOI: 10.1080/1046560X.2022.2112552
Joseph T. Wong, Nu N. Bui, Damani T. Fields, Bradley S. Hughes
ABSTRACT Traditional teacher professional development (PD) programs frequently lack sufficient face-to-face preparation time to adequately support the implementation of evidence-based pedagogical strategies in classrooms, with teachers citing insufficient preparedness and training time for new methods. To investigate potentials for online PD methods to effectively address these issues, while increasing sustainability, this study examined teachers in Title-I elementary schools spanning multiple school districts participating in a large-scale online PD certificate program preparing teachers over 10 instructional weeks to implement Next Generation Science Standards (NGSS) (S)cience, (T)echnology, (E)ngineering, (A)rts, (M)ath (STEAM) curricular instruction with goals of increasing teachers’ science content knowledge, self-efficacy to implement STEAM instruction, and STEAM teaching perceptions. Paired sample t-tests indicate teachers’ life science content knowledge, self-efficacy, and STEAM perceptions increased significantly after completing the online PD. Multiple regression analyses identified teachers’ science content knowledge and STEAM perceptions as statistically significant predictors of teachers’ self-efficacy to implement STEAM instructional strategies. Teachers’ posttest course evaluations were gleaned, highlighting three emergent themes: learning experience design, modality, and online teacher collaboration. Utilizing a mixed method approach, these qualitative insights corroborated the quantitative trends, describing how specific aspects of the pedagogical learning experience design (LXD) framework operationalized in the online course fostered a practitioner development learning environment, focused on supporting teachers’ learning needs. Results suggest practical design implications for sustainably increasing the efficacy of PD through online teacher training developed in conjunction with LXD models for iterative improvement and design of high-quality online instructional PD programs.
{"title":"A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions","authors":"Joseph T. Wong, Nu N. Bui, Damani T. Fields, Bradley S. Hughes","doi":"10.1080/1046560X.2022.2112552","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2112552","url":null,"abstract":"ABSTRACT Traditional teacher professional development (PD) programs frequently lack sufficient face-to-face preparation time to adequately support the implementation of evidence-based pedagogical strategies in classrooms, with teachers citing insufficient preparedness and training time for new methods. To investigate potentials for online PD methods to effectively address these issues, while increasing sustainability, this study examined teachers in Title-I elementary schools spanning multiple school districts participating in a large-scale online PD certificate program preparing teachers over 10 instructional weeks to implement Next Generation Science Standards (NGSS) (S)cience, (T)echnology, (E)ngineering, (A)rts, (M)ath (STEAM) curricular instruction with goals of increasing teachers’ science content knowledge, self-efficacy to implement STEAM instruction, and STEAM teaching perceptions. Paired sample t-tests indicate teachers’ life science content knowledge, self-efficacy, and STEAM perceptions increased significantly after completing the online PD. Multiple regression analyses identified teachers’ science content knowledge and STEAM perceptions as statistically significant predictors of teachers’ self-efficacy to implement STEAM instructional strategies. Teachers’ posttest course evaluations were gleaned, highlighting three emergent themes: learning experience design, modality, and online teacher collaboration. Utilizing a mixed method approach, these qualitative insights corroborated the quantitative trends, describing how specific aspects of the pedagogical learning experience design (LXD) framework operationalized in the online course fostered a practitioner development learning environment, focused on supporting teachers’ learning needs. Results suggest practical design implications for sustainably increasing the efficacy of PD through online teacher training developed in conjunction with LXD models for iterative improvement and design of high-quality online instructional PD programs.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"593 - 623"},"PeriodicalIF":1.9,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46197456","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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