Pub Date : 2022-02-28DOI: 10.1080/1046560X.2021.2018535
Deniz Sarıbaş
ABSTRACT It is necessary to foster teachers’ ability to design and implement instructions that encourage students to construct evidence and engage in argumentative discourse. The argument of this paper is that the continuous reflection and discussion as well as regular practice on instructional designs will promote pre-service science teachers’ (PSSTs’) competence to guide students in providing evidence. An in-depth analysis on PSSTs’ instructional designs provided evidence for this argument. For this purpose, this study implemented an action research (AR) in which PSSTs’ instructional designs were analyzed before and after the three-week reflection and discussion on instructions that they conducted in groups of three or four in a science education course. The author of this paper, who is also the instructor of the course, analyzed these instructional designs to identify PSSTs’ level of guidance by using the rubric that she created with expert judgment. Two other researchers and the author coded each category in the rubric independently. She scored the PSSTs’ level in each category from 1 to 3 and then calculated their total score for the design. She also made paired samples t-test on the scores of each category and in total scores to identify how the PSSTs’ instructional design guides students to use evidence before and after the continuous reflection and discussion of their instructional designs. The results suggested that integrating continuous reflection and discussion into her teaching improved PSSTs’ guidance in providing evidence. Concluding remarks will be made for the further implications of this study.
{"title":"Guidance in Providing Evidence: An In-Depth Analysis of Pre-Service Science Teachers’ Instructional Designs","authors":"Deniz Sarıbaş","doi":"10.1080/1046560X.2021.2018535","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2018535","url":null,"abstract":"ABSTRACT It is necessary to foster teachers’ ability to design and implement instructions that encourage students to construct evidence and engage in argumentative discourse. The argument of this paper is that the continuous reflection and discussion as well as regular practice on instructional designs will promote pre-service science teachers’ (PSSTs’) competence to guide students in providing evidence. An in-depth analysis on PSSTs’ instructional designs provided evidence for this argument. For this purpose, this study implemented an action research (AR) in which PSSTs’ instructional designs were analyzed before and after the three-week reflection and discussion on instructions that they conducted in groups of three or four in a science education course. The author of this paper, who is also the instructor of the course, analyzed these instructional designs to identify PSSTs’ level of guidance by using the rubric that she created with expert judgment. Two other researchers and the author coded each category in the rubric independently. She scored the PSSTs’ level in each category from 1 to 3 and then calculated their total score for the design. She also made paired samples t-test on the scores of each category and in total scores to identify how the PSSTs’ instructional design guides students to use evidence before and after the continuous reflection and discussion of their instructional designs. The results suggested that integrating continuous reflection and discussion into her teaching improved PSSTs’ guidance in providing evidence. Concluding remarks will be made for the further implications of this study.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"24 - 43"},"PeriodicalIF":1.9,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49363461","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 : 2022-02-17DOI: 10.1080/1046560X.2021.2008098
Senetta F. Bancroft
ABSTRACT Science education faculty occupy a unique position allowing us to advocate across multiple stakeholders for all students to access science learning and careers. As an immigrant woman of color entering the tenure track in 2016 whose scholarship centers on this advocacy, I find myself frequently reaching for good and critical theories to grow into an academic increasingly secure in her intellectual positions and pedagogical choices. Framed by the concepts of identity and ontological security, this paper uses counter storytelling to discuss the reciprocity between theoretically informed academic actions and my development of ontological security as a critical academic in science education. The discussion highlights the importance of this reciprocity in enabling my sustained advancement of a critical body of scholarship in research and teaching over time. The relatively positive perspective I discuss juxtaposes against a cross-section of contexts and events with potential to disaffirm my scholarship and right to belong in academia. My hope is academics who share some of my lived experiences use these stories—as I have used the stories shared by others—as one source of support on their journey to finding a secure, unified academic identity; an identity freeing them to engage with stakeholders in ways that affirm the value of their critical scholarship in the academy.
{"title":"Through Theory and Action: Finding Academic Identity and Ontological Security as Faculty of Color in Science Education","authors":"Senetta F. Bancroft","doi":"10.1080/1046560X.2021.2008098","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2008098","url":null,"abstract":"ABSTRACT Science education faculty occupy a unique position allowing us to advocate across multiple stakeholders for all students to access science learning and careers. As an immigrant woman of color entering the tenure track in 2016 whose scholarship centers on this advocacy, I find myself frequently reaching for good and critical theories to grow into an academic increasingly secure in her intellectual positions and pedagogical choices. Framed by the concepts of identity and ontological security, this paper uses counter storytelling to discuss the reciprocity between theoretically informed academic actions and my development of ontological security as a critical academic in science education. The discussion highlights the importance of this reciprocity in enabling my sustained advancement of a critical body of scholarship in research and teaching over time. The relatively positive perspective I discuss juxtaposes against a cross-section of contexts and events with potential to disaffirm my scholarship and right to belong in academia. My hope is academics who share some of my lived experiences use these stories—as I have used the stories shared by others—as one source of support on their journey to finding a secure, unified academic identity; an identity freeing them to engage with stakeholders in ways that affirm the value of their critical scholarship in the academy.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"170 - 191"},"PeriodicalIF":1.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47915923","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 : 2022-02-17DOI: 10.1080/1046560X.2021.2008096
Terrell R. Morton, M. Miles, R. Roby, Nickolaus A. Ortiz
ABSTRACT This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black scientific innovation and creativity through practices that redress structural anti-Black racism and its implications on Black existence and life. Black Liberatory K-12 Science Education (BLKSE) names the existing challenges with cultivating and empowering Black minds in and through science as a result of anti-Black ideologies that ground and govern K-12 science access, teaching and learning. In naming said challenges as the manifestations of anti-Black ideologies, we shed light on the roles of K-12 science teachers and science teacher education regarding the treatment of Black students given oppressive policies and practices that fail to recognize Black brilliance and innovation. By advocating for a push toward BLKSE, we offer guiding concepts we feel are necessary to begin the process of rooting out anti-Blackness; a process that centers a holistic, heterogenous form of Blackness at the crux of science inquiry and understanding. As a result of this perspective, BLKSE embraces the beauty and creativity of Black youth, naming their positions and ideas as forms of scientific knowledge and inquiry, while disrupting existing mainstream paradigms and practices in science education. Implications for ways to work toward BLKSE in K-12 science teaching and teacher education are provided.
{"title":"“All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education","authors":"Terrell R. Morton, M. Miles, R. Roby, Nickolaus A. Ortiz","doi":"10.1080/1046560X.2021.2008096","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2008096","url":null,"abstract":"ABSTRACT This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black scientific innovation and creativity through practices that redress structural anti-Black racism and its implications on Black existence and life. Black Liberatory K-12 Science Education (BLKSE) names the existing challenges with cultivating and empowering Black minds in and through science as a result of anti-Black ideologies that ground and govern K-12 science access, teaching and learning. In naming said challenges as the manifestations of anti-Black ideologies, we shed light on the roles of K-12 science teachers and science teacher education regarding the treatment of Black students given oppressive policies and practices that fail to recognize Black brilliance and innovation. By advocating for a push toward BLKSE, we offer guiding concepts we feel are necessary to begin the process of rooting out anti-Blackness; a process that centers a holistic, heterogenous form of Blackness at the crux of science inquiry and understanding. As a result of this perspective, BLKSE embraces the beauty and creativity of Black youth, naming their positions and ideas as forms of scientific knowledge and inquiry, while disrupting existing mainstream paradigms and practices in science education. Implications for ways to work toward BLKSE in K-12 science teaching and teacher education are provided.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"131 - 153"},"PeriodicalIF":1.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49211341","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 : 2022-02-17DOI: 10.1080/1046560X.2021.2009973
Alberto J. Rodriguez, Sheron L. Mark, C. Nazar
The end of the year 2019 and the dawn of a new decade were heralded by the devastating impact of COVID-19. This insidious and deadly virus continues to unmask two intertwined and dreadful truths worldwide: 1. The abundant lack of scientific literacy among politicians and the general public, and 2. How systemic racism (and its intersections with class, gender, and other sociopolitical barriers) continues to fuel social injustice and violence against Afrodescendants, Latinos/as, Indigenous Peoples and other Peoples of Color. We argue that these truths are intertwined because opportunities for an equitable education—and for equitable science education, specifically—are essential for producing a scientifically literate population. To be clear, herein, we do not subscribe to neoliberal and economics-oriented notions of scientific literacy. On the contrary, we argue against these dangerous views of perceiving human beings merely as a skilled workforce to serve the greed of the few. We maintain that critical scientific literacy provides individuals with the knowledge and agency to not only enact well-informed everyday actions but to expect (demand) that others do the same. For example, scientifically literate individuals seek to elect and demand that their public officials take sound and defensible action to protect the collective (cultural and physical) welfare of their families, their local communities, and the global community at large. In short, scientifically literate individuals are deeply aware of our interdependence and the need to work together to protect our shared planet. More specifically, a scientifically literate population is critically cognizant of how science has been (and is being) used and abused to oppress marginalized populations, including communities of color, especially those living in or near poverty. This critical awareness enables individuals to acknowledge, for example, how the power of science has been used to falsely construct race as a biological construct, as opposed to a social one. Therefore, scientifically literate individuals know that through science, race and racism have been used throughout history as it is being used today–as a tool for subjugating the Other and for entrenching power and privilege by those with the political and social power to do so. For instance, clinical trials in science are stained by the racist history of the Tuskegee Syphilis Study in the US (Brandt, 1978). This era in scientific history remains insufficiently addressed in classrooms and society at large, as we can still observe in the level of mistrust among Peoples of Color who refused to participate in clinical trials or take freely available vaccines against COVID-19. In the same light, a scientifically literate person has the historical knowledge and cultural awareness to reject altruistic and romantic notions of science as a pure profession devoid of all of the shortcomings of the very human beings that
{"title":"Gazing Inward in Support of Critical Scientific Literacy","authors":"Alberto J. Rodriguez, Sheron L. Mark, C. Nazar","doi":"10.1080/1046560X.2021.2009973","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2009973","url":null,"abstract":"The end of the year 2019 and the dawn of a new decade were heralded by the devastating impact of COVID-19. This insidious and deadly virus continues to unmask two intertwined and dreadful truths worldwide: 1. The abundant lack of scientific literacy among politicians and the general public, and 2. How systemic racism (and its intersections with class, gender, and other sociopolitical barriers) continues to fuel social injustice and violence against Afrodescendants, Latinos/as, Indigenous Peoples and other Peoples of Color. We argue that these truths are intertwined because opportunities for an equitable education—and for equitable science education, specifically—are essential for producing a scientifically literate population. To be clear, herein, we do not subscribe to neoliberal and economics-oriented notions of scientific literacy. On the contrary, we argue against these dangerous views of perceiving human beings merely as a skilled workforce to serve the greed of the few. We maintain that critical scientific literacy provides individuals with the knowledge and agency to not only enact well-informed everyday actions but to expect (demand) that others do the same. For example, scientifically literate individuals seek to elect and demand that their public officials take sound and defensible action to protect the collective (cultural and physical) welfare of their families, their local communities, and the global community at large. In short, scientifically literate individuals are deeply aware of our interdependence and the need to work together to protect our shared planet. More specifically, a scientifically literate population is critically cognizant of how science has been (and is being) used and abused to oppress marginalized populations, including communities of color, especially those living in or near poverty. This critical awareness enables individuals to acknowledge, for example, how the power of science has been used to falsely construct race as a biological construct, as opposed to a social one. Therefore, scientifically literate individuals know that through science, race and racism have been used throughout history as it is being used today–as a tool for subjugating the Other and for entrenching power and privilege by those with the political and social power to do so. For instance, clinical trials in science are stained by the racist history of the Tuskegee Syphilis Study in the US (Brandt, 1978). This era in scientific history remains insufficiently addressed in classrooms and society at large, as we can still observe in the level of mistrust among Peoples of Color who refused to participate in clinical trials or take freely available vaccines against COVID-19. In the same light, a scientifically literate person has the historical knowledge and cultural awareness to reject altruistic and romantic notions of science as a pure profession devoid of all of the shortcomings of the very human beings that","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"125 - 130"},"PeriodicalIF":1.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43640435","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 : 2022-02-17DOI: 10.1080/1046560X.2021.2012957
Vanessa N. Louis, Natalie S. King
ABSTRACT In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates’ virtual microteaching experiences. This study’s conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students’ cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action.
{"title":"Emancipating STEM Education through Abolitionist Teaching: A Research-practice Partnership to Support Virtual Microteaching Experiences","authors":"Vanessa N. Louis, Natalie S. King","doi":"10.1080/1046560X.2021.2012957","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2012957","url":null,"abstract":"ABSTRACT In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates’ virtual microteaching experiences. This study’s conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students’ cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"206 - 226"},"PeriodicalIF":1.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664219","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 : 2022-02-17DOI: 10.1080/1046560X.2021.2009622
Seema Rivera
ABSTRACT This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness.
{"title":"Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color","authors":"Seema Rivera","doi":"10.1080/1046560X.2021.2009622","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2009622","url":null,"abstract":"ABSTRACT This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"192 - 205"},"PeriodicalIF":1.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48991724","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 : 2022-02-09DOI: 10.1080/1046560X.2021.2012630
Mehmet Şen, B. Demirdöğen, Ceren Öztekin
ABSTRACT This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The participants’ content knowledge was analyzed based on inductive coding and the teachers were labeled as curriculum-led, content-expert, and content-novice. Interactions among PCK components were analyzed by making an in-depth analysis of explicit PCK. This included constructing PCK maps for each participant. Then, the constant comparative method was used to clarify differences in interactions among PCK components. Five assertions were proposed based on the differences among PCK interactions: (a) the curriculum-led teacher had the most integrated PCK map and the interactions were mainly reciprocal; (b) the most frequent interactions between knowledge of assessment and the other PCK components were observed in the content-expert teacher; (c) the most frequent interactions between knowledge of curriculum and the other PCK components were observed in the curriculum-led teacher’s teaching; (d) the content-novice teacher’s orientation interacted with the other PCK components more than in the other two participants’ teaching; (e) the main ideas of the interactions among PCK components changed depending on the teachers’ content knowledge. The findings are discussed and suggestions for researchers and teachers are provided.
{"title":"Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge","authors":"Mehmet Şen, B. Demirdöğen, Ceren Öztekin","doi":"10.1080/1046560X.2021.2012630","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2012630","url":null,"abstract":"ABSTRACT This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The participants’ content knowledge was analyzed based on inductive coding and the teachers were labeled as curriculum-led, content-expert, and content-novice. Interactions among PCK components were analyzed by making an in-depth analysis of explicit PCK. This included constructing PCK maps for each participant. Then, the constant comparative method was used to clarify differences in interactions among PCK components. Five assertions were proposed based on the differences among PCK interactions: (a) the curriculum-led teacher had the most integrated PCK map and the interactions were mainly reciprocal; (b) the most frequent interactions between knowledge of assessment and the other PCK components were observed in the content-expert teacher; (c) the most frequent interactions between knowledge of curriculum and the other PCK components were observed in the curriculum-led teacher’s teaching; (d) the content-novice teacher’s orientation interacted with the other PCK components more than in the other two participants’ teaching; (e) the main ideas of the interactions among PCK components changed depending on the teachers’ content knowledge. The findings are discussed and suggestions for researchers and teachers are provided.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"860 - 887"},"PeriodicalIF":1.9,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47437399","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 : 2022-02-09DOI: 10.1080/1046560X.2021.2015831
Dante Cisterna, Allison K. Bookbinder, Jamie N. Mikeska, Heena Lakhani
ABSTRACT Developing knowledge about science instruction is critical for preservice teachers. This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science. Participants completed practice-based assessment tasks that described teaching scenarios about elementary science teaching and that addressed five matter topics: properties of matter, changes in matter, the model of matter, materials, and conservation of matter. We aimed to explore how relevant preservice teachers felt these task scenarios were to their teaching experience and how important knowing how to answer these tasks was for the work of elementary teachers. Findings suggest that preservice teachers tended to recognize the centrality of these task scenarios for the work typically done in elementary classrooms, even if they do not report having firsthand experience with the content and practices represented in the scenarios. Moreover, participants tended to provide a general rationale about why these scenarios were important for the work of teaching science, but a limited number of responses made explicit connections between a task scenario and the specific instructional practice related to elementary teachers’ work. This study poses implications for the use of CKT tasks in elementary education programs.
{"title":"Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter","authors":"Dante Cisterna, Allison K. Bookbinder, Jamie N. Mikeska, Heena Lakhani","doi":"10.1080/1046560X.2021.2015831","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2015831","url":null,"abstract":"ABSTRACT Developing knowledge about science instruction is critical for preservice teachers. This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science. Participants completed practice-based assessment tasks that described teaching scenarios about elementary science teaching and that addressed five matter topics: properties of matter, changes in matter, the model of matter, materials, and conservation of matter. We aimed to explore how relevant preservice teachers felt these task scenarios were to their teaching experience and how important knowing how to answer these tasks was for the work of elementary teachers. Findings suggest that preservice teachers tended to recognize the centrality of these task scenarios for the work typically done in elementary classrooms, even if they do not report having firsthand experience with the content and practices represented in the scenarios. Moreover, participants tended to provide a general rationale about why these scenarios were important for the work of teaching science, but a limited number of responses made explicit connections between a task scenario and the specific instructional practice related to elementary teachers’ work. This study poses implications for the use of CKT tasks in elementary education programs.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"910 - 937"},"PeriodicalIF":1.9,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49169639","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 : 2022-02-02DOI: 10.1080/1046560X.2021.2015531
Jomo Mutegi, Demetrice Smith-Mutegi, Nicole Lewis
ABSTRACT Although the Next Generation Science Standards and the National Science Education Standards prioritize the production of critical consumers of science as an overarching goal, there is relatively little science education research aimed at fostering critical perspectives among science teachers. The purpose of this theory-generative study is to identify ideas that might serve as affordances or hindrances to the development of critical perspectives of science. Data were collected from 64, preservice elementary-level teachers, over the course of three semesters, using an open-ended survey. In these data, we identified three affordances and five hindrances that might influence our ability to foster critical perspectives. Among the affordances for fostering critical perspectives, we found that students (a) have a clear sense that cultural difference does not suggest inferiority, (b) have a clear sense that human bias influences science work, and (c) regard opinion as a factor shaping the work of scientists. Among the hindrances to fostering critical perspectives we found that students (d) regard Western science as superior to non-Western science, (e) do not have a strong working knowledge of the concept of “culture,” (f) regard science as an objective enterprise, (g) do not have a strong working knowledge of the concept of “objective,” and (h) have a one-sided view of scientific advancement. We conclude with suggestions for future research and for practice.
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Pub Date : 2022-01-24DOI: 10.1080/1046560X.2021.2003934
M. Siani, Reut Stahi-Hitin, A. Yarden
ABSTRACT Evolution is a difficult topic to teach; teachers admit not having enough knowledge of evolution and they face student opposition to learning evolution, especially based on religious grounds. Teachers are therefore motivated to gain knowledge in the field of evolution. We conducted a 30-hour evolution teacher training course, which included scientific and pedagogical evolution knowledge, with 14 inservice teachers who represent the main religious/cultural sectors in the country. The aim of this research was to enrich our knowledge regarding students’ opposition to learning evolution as reflected by their teachers—participants in the teacher training course, as well as the ways in which these teachers dealt with this opposition before and after the course. Our main findings were that 9 of the participating teachers underwent a transition during the course which gave them either the pedagogical tools or confidence to teach evolution, or to deal with their students’ opposition to learning evolution stemming from religious beliefs. Four of the teachers expressed unwillingness to deal with this opposition. A more intensive course dealing with science and religion might have been even more significant for the teachers. Teacher training courses are a good opportunity for further science education research, they can help teachers overcome their students’ conflicts with evolution and enable them to teach it without trepidation.
{"title":"Student Opposition to Learning Evolution and How Teachers Deal with This following a Teacher Training Course","authors":"M. Siani, Reut Stahi-Hitin, A. Yarden","doi":"10.1080/1046560X.2021.2003934","DOIUrl":"https://doi.org/10.1080/1046560X.2021.2003934","url":null,"abstract":"ABSTRACT Evolution is a difficult topic to teach; teachers admit not having enough knowledge of evolution and they face student opposition to learning evolution, especially based on religious grounds. Teachers are therefore motivated to gain knowledge in the field of evolution. We conducted a 30-hour evolution teacher training course, which included scientific and pedagogical evolution knowledge, with 14 inservice teachers who represent the main religious/cultural sectors in the country. The aim of this research was to enrich our knowledge regarding students’ opposition to learning evolution as reflected by their teachers—participants in the teacher training course, as well as the ways in which these teachers dealt with this opposition before and after the course. Our main findings were that 9 of the participating teachers underwent a transition during the course which gave them either the pedagogical tools or confidence to teach evolution, or to deal with their students’ opposition to learning evolution stemming from religious beliefs. Four of the teachers expressed unwillingness to deal with this opposition. A more intensive course dealing with science and religion might have been even more significant for the teachers. Teacher training courses are a good opportunity for further science education research, they can help teachers overcome their students’ conflicts with evolution and enable them to teach it without trepidation.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"764 - 785"},"PeriodicalIF":1.9,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946931","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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