Pub Date : 2022-09-27DOI: 10.1080/1046560X.2022.2110068
Vance Kite, Soonhye Park
ABSTRACT Recognizing that the power of computation has changed the practice of science, science education standards in a number of countries have included a call for the inclusion of computational thinking (CT) in K-12 science education. As CT is a relatively new construct, preparing inservice science teachers to implement CT-infused learning experiences depends on the creation of robust CT professional development (CT-PD) initiatives. Given that teachers’ understandings, attitudes and beliefs impact their teaching, an important step in the development of these programs is identification of teachers’ conceptualizations of CT and its role in science education as well as their perceived barriers to CT/science integration. Additionally, scholars have noted that teacher PD is more effective when it is tailored to the needs of participating teachers. To this end, this survey study examined secondary science teachers’ conceptualizations of CT, perceived barriers to CT/science integration, and the types of professional support they believe is needed to overcome these perceived barriers. Analysis of 123 open-ended surveys revealed that secondary science teachers: (1) conceptualize CT as a specific type of thinking that can be used to build science students’ problem-solving skills; (2) view their lack of CT understanding as a primary barrier to CT/science integration; (3) believe their students are academically unprepared for CT-infused science; and (4) want CT-PD focusing on the what, why, and how of CT/science integration. Drawing upon these findings, multiple implications for supporting science teachers in bringing CT-infused experiences to their students are provided.
{"title":"What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration","authors":"Vance Kite, Soonhye Park","doi":"10.1080/1046560X.2022.2110068","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2110068","url":null,"abstract":"ABSTRACT Recognizing that the power of computation has changed the practice of science, science education standards in a number of countries have included a call for the inclusion of computational thinking (CT) in K-12 science education. As CT is a relatively new construct, preparing inservice science teachers to implement CT-infused learning experiences depends on the creation of robust CT professional development (CT-PD) initiatives. Given that teachers’ understandings, attitudes and beliefs impact their teaching, an important step in the development of these programs is identification of teachers’ conceptualizations of CT and its role in science education as well as their perceived barriers to CT/science integration. Additionally, scholars have noted that teacher PD is more effective when it is tailored to the needs of participating teachers. To this end, this survey study examined secondary science teachers’ conceptualizations of CT, perceived barriers to CT/science integration, and the types of professional support they believe is needed to overcome these perceived barriers. Analysis of 123 open-ended surveys revealed that secondary science teachers: (1) conceptualize CT as a specific type of thinking that can be used to build science students’ problem-solving skills; (2) view their lack of CT understanding as a primary barrier to CT/science integration; (3) believe their students are academically unprepared for CT-infused science; and (4) want CT-PD focusing on the what, why, and how of CT/science integration. Drawing upon these findings, multiple implications for supporting science teachers in bringing CT-infused experiences to their students are provided.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"391 - 414"},"PeriodicalIF":1.9,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42494338","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 : 2022-09-21DOI: 10.1080/1046560X.2022.2111775
J. Pecore, Corey Nagle, Tadlee Welty, Minkyoung Kim, M. Demetrikopoulos
ABSTRACT Effective questioning and discussion are fundamental instructional skills for science teacher candidates to master. These skills are important for teacher competence that aids student achievement. Opportunities to practice these skills in traditional teacher preparation programs may be limited. This embedded single case study focused on an intervention consisting of an experiential deliberate practice approach which provides a virtual learning simulation experience and asynchronous skill development provided science teacher candidates with the opportunity to learn and practice questioning and discussion skills. Teacher candidates taught the same lesson three times to avatars over the course of three weeks to establish a baseline and post-intervention practices. Feedback was provided after each teaching experience and asynchronous skill development modules were presented between each teaching session. Data included scores of teacher practice using an evaluation rubric for questioning and facilitating discussions, self-reflective surveys after each teaching session, and culminating semi-structured interviews. Both participant self-reporting through surveys and interviews and scorer ratings of lessons supported the intervention having positive impacts on skill competencies of participants.
{"title":"Science Teacher Candidates’ Questioning and Discussion Skill Performance in a Virtual Simulation Using Experiential Deliberate Practice","authors":"J. Pecore, Corey Nagle, Tadlee Welty, Minkyoung Kim, M. Demetrikopoulos","doi":"10.1080/1046560X.2022.2111775","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2111775","url":null,"abstract":"ABSTRACT Effective questioning and discussion are fundamental instructional skills for science teacher candidates to master. These skills are important for teacher competence that aids student achievement. Opportunities to practice these skills in traditional teacher preparation programs may be limited. This embedded single case study focused on an intervention consisting of an experiential deliberate practice approach which provides a virtual learning simulation experience and asynchronous skill development provided science teacher candidates with the opportunity to learn and practice questioning and discussion skills. Teacher candidates taught the same lesson three times to avatars over the course of three weeks to establish a baseline and post-intervention practices. Feedback was provided after each teaching experience and asynchronous skill development modules were presented between each teaching session. Data included scores of teacher practice using an evaluation rubric for questioning and facilitating discussions, self-reflective surveys after each teaching session, and culminating semi-structured interviews. Both participant self-reporting through surveys and interviews and scorer ratings of lessons supported the intervention having positive impacts on skill competencies of participants.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"415 - 435"},"PeriodicalIF":1.9,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44560211","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 : 2022-09-08DOI: 10.1080/1046560X.2022.2105706
Tess Bernhard
ABSTRACT While states are increasingly adopting and implementing the Next Generation Science Standards (NGSS) as goalposts for student learning, there is less clear consensus around the science instruction needed in classrooms to realize this vision. In this study, I investigate the visions of expertise in science instruction that three science teacher educators (TEs) hold who work for a university, public district’s residency, and charter school’s new Graduate School of Education (nGSE). Through analyzing interviews as well as artifacts of their institution’s evaluation rubrics and methods, I find that TEs across institutions have remarkably similar ideals for student learning in a science classroom, yet markedly different descriptions of how teachers should facilitate this experience for students in their instruction. The differences in their visions of instructional expertise mirror the priorities seen in their institution’s evaluation practices, which in turn closely resemble the market logics of their institutions. Using the framework of adaptive expertise, my analysis reveals that these differences occur on three dimensions: how much they prioritize general routines through proactiveness, students’ novel thinking through responsiveness, as well as how much they consider the material conditions of classrooms. This work suggests that in the absence of field-wide consensus around NGSS-aligned instruction, science TEs are highly influenced by the insular logics of their institutions. Future work might consider how cross-institutional dialogue could provide science TEs access to alternative logics that expand their knowledge base, as well as develop shared insights around science TE pedagogy for methods instruction that upholds the NGSS.
{"title":"Science Teacher Educators’ Visions and Evaluations of Expertise in NGSS-Aligned Instruction Across Institutions","authors":"Tess Bernhard","doi":"10.1080/1046560X.2022.2105706","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2105706","url":null,"abstract":"ABSTRACT While states are increasingly adopting and implementing the Next Generation Science Standards (NGSS) as goalposts for student learning, there is less clear consensus around the science instruction needed in classrooms to realize this vision. In this study, I investigate the visions of expertise in science instruction that three science teacher educators (TEs) hold who work for a university, public district’s residency, and charter school’s new Graduate School of Education (nGSE). Through analyzing interviews as well as artifacts of their institution’s evaluation rubrics and methods, I find that TEs across institutions have remarkably similar ideals for student learning in a science classroom, yet markedly different descriptions of how teachers should facilitate this experience for students in their instruction. The differences in their visions of instructional expertise mirror the priorities seen in their institution’s evaluation practices, which in turn closely resemble the market logics of their institutions. Using the framework of adaptive expertise, my analysis reveals that these differences occur on three dimensions: how much they prioritize general routines through proactiveness, students’ novel thinking through responsiveness, as well as how much they consider the material conditions of classrooms. This work suggests that in the absence of field-wide consensus around NGSS-aligned instruction, science TEs are highly influenced by the insular logics of their institutions. Future work might consider how cross-institutional dialogue could provide science TEs access to alternative logics that expand their knowledge base, as well as develop shared insights around science TE pedagogy for methods instruction that upholds the NGSS.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"369 - 390"},"PeriodicalIF":1.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49236797","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 : 2022-09-06DOI: 10.1080/1046560X.2022.2103010
Vanessa M. Souza, V. Bonifácio, A. Rodrigues
ABSTRACT School visits to science museums are recognized educational resources that provide students with unique learning experiences, if teachers intentionally plan these. Surprisingly one finds that investigations analyzing teachers adopted practices by systematic monitoring, without researcher intervention, are almost non-existent in the literature. We developed the School Visits Articulated Framework (SVAF) to identify and classify (through levels’ scale) the school visits planning practices. The mainly objective was to reach a characterization of teachers’ practices in a perspective of articulations formal education and non-formal education contexts may then be defined. In this article, we describe how we applied the SVAF on five case studies configured as school visits to a science museum, simultaneously we test the framework efficiency. The analysis of the visit plan from the perspective of the SVAF allowed us to identify moments in which the teachers’ practices did not meet expectations according to the literature in the area. Likewise, it revealed the predominance of activities carried out in the steps before the visit to the museum and emphasized the lack of activities carried out in the museum and on returning to school after the visit. These results allow us to better outline the objectives and needs to be met in the initial and continuous training courses for teachers and museum educators, aiming at the best use of this resource for student learning. The SVAF is a framework capable of to identify and classify the teachers’ practices, since the instruments it integrates provided important and detailed information.
{"title":"School Visits to Science Museums: A Framework for Analyzing Teacher Practices","authors":"Vanessa M. Souza, V. Bonifácio, A. Rodrigues","doi":"10.1080/1046560X.2022.2103010","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2103010","url":null,"abstract":"ABSTRACT School visits to science museums are recognized educational resources that provide students with unique learning experiences, if teachers intentionally plan these. Surprisingly one finds that investigations analyzing teachers adopted practices by systematic monitoring, without researcher intervention, are almost non-existent in the literature. We developed the School Visits Articulated Framework (SVAF) to identify and classify (through levels’ scale) the school visits planning practices. The mainly objective was to reach a characterization of teachers’ practices in a perspective of articulations formal education and non-formal education contexts may then be defined. In this article, we describe how we applied the SVAF on five case studies configured as school visits to a science museum, simultaneously we test the framework efficiency. The analysis of the visit plan from the perspective of the SVAF allowed us to identify moments in which the teachers’ practices did not meet expectations according to the literature in the area. Likewise, it revealed the predominance of activities carried out in the steps before the visit to the museum and emphasized the lack of activities carried out in the museum and on returning to school after the visit. These results allow us to better outline the objectives and needs to be met in the initial and continuous training courses for teachers and museum educators, aiming at the best use of this resource for student learning. The SVAF is a framework capable of to identify and classify the teachers’ practices, since the instruments it integrates provided important and detailed information.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"329 - 351"},"PeriodicalIF":1.9,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47769925","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 : 2022-08-29DOI: 10.1080/1046560X.2022.2105001
D. Hanuscin, Spencer Green
ABSTRACT Despite growing interest in inclusive education, there has been little attention to the inclusion of students with disabilities in teacher education. Research by educators with disabilities about teachers with disabilities can provide vital information that may help improve support services for teachers with disabilities. As a teacher educator who recently became single-sided deaf, and a preservice teacher who has had hearing loss since childhood, we contribute our voices to this gap in the literature. Through autoethnography, we draw on our lived experiences to identify critical incidents in our (re)learning to teach science, contextualizing these within the broader issue of inclusion in science teacher education. By identifying points of intersection and difference in our stories, we generated a list of salient themes related to arenas, levels, and degrees of inclusion. While our specific experiences may not be generalizable, they highlight broader themes that have implications for creating inclusive science teacher education programs.
{"title":"(Re)learning to Teach Science with a Hearing Impairment: An Auto-ethnographic Study","authors":"D. Hanuscin, Spencer Green","doi":"10.1080/1046560X.2022.2105001","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2105001","url":null,"abstract":"ABSTRACT Despite growing interest in inclusive education, there has been little attention to the inclusion of students with disabilities in teacher education. Research by educators with disabilities about teachers with disabilities can provide vital information that may help improve support services for teachers with disabilities. As a teacher educator who recently became single-sided deaf, and a preservice teacher who has had hearing loss since childhood, we contribute our voices to this gap in the literature. Through autoethnography, we draw on our lived experiences to identify critical incidents in our (re)learning to teach science, contextualizing these within the broader issue of inclusion in science teacher education. By identifying points of intersection and difference in our stories, we generated a list of salient themes related to arenas, levels, and degrees of inclusion. While our specific experiences may not be generalizable, they highlight broader themes that have implications for creating inclusive science teacher education programs.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"352 - 368"},"PeriodicalIF":1.9,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49043367","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 : 2022-08-16DOI: 10.1080/1046560X.2022.2100730
Melanie Kinskey
ABSTRACT Literature suggests the transfer of understanding the nature of science to instructional practice requires preservice teachers to value teaching about the nature of science. Despite decades of research developing preservice teachers’ views of nature of science, there is still a disconnect between their understanding and instructional practice. While engaging with the nature of science during a methods course is a good place to begin, field-based opportunities are instrumental in helping preservice teachers develop an understanding for why this practice is important. The current study explores how field-based assignments during a science methods course influences ten elementary preservice teachers’ views for the importance of nature of science and how they begin to transfer NOS to their practice. To help the preservice teachers understand the importance for nature of science instruction, intentional field-based assignments within a science methods course provided opportunities for application of the nature of science within in the context of the classroom. Data were collected from an analysis of young children’s views of science paper, written science lesson plans with reflections, and video recordings of enacted science lesson plans. These data sources were analyzed to identify evidence of NOS views and practice. Findings reveal positive influences of these field-based experiences with nature of scientific thinking on the preservice teachers’ intended and enacted instructional practice. These findings, along with implications for the use of field-based activities while enrolled in a science methods course are discussed.
{"title":"The Importance of Teaching Nature of Science: Exploring Preservice Teachers’ Views and Instructional Practice","authors":"Melanie Kinskey","doi":"10.1080/1046560X.2022.2100730","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2100730","url":null,"abstract":"ABSTRACT Literature suggests the transfer of understanding the nature of science to instructional practice requires preservice teachers to value teaching about the nature of science. Despite decades of research developing preservice teachers’ views of nature of science, there is still a disconnect between their understanding and instructional practice. While engaging with the nature of science during a methods course is a good place to begin, field-based opportunities are instrumental in helping preservice teachers develop an understanding for why this practice is important. The current study explores how field-based assignments during a science methods course influences ten elementary preservice teachers’ views for the importance of nature of science and how they begin to transfer NOS to their practice. To help the preservice teachers understand the importance for nature of science instruction, intentional field-based assignments within a science methods course provided opportunities for application of the nature of science within in the context of the classroom. Data were collected from an analysis of young children’s views of science paper, written science lesson plans with reflections, and video recordings of enacted science lesson plans. These data sources were analyzed to identify evidence of NOS views and practice. Findings reveal positive influences of these field-based experiences with nature of scientific thinking on the preservice teachers’ intended and enacted instructional practice. These findings, along with implications for the use of field-based activities while enrolled in a science methods course are discussed.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"307 - 327"},"PeriodicalIF":1.9,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43030062","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 : 2022-07-21DOI: 10.1080/1046560X.2022.2078546
Athanasia Kokolaki, D. Stavrou
ABSTRACT Recently, there has been an increased interest in how science and society interrelation is presented and discussed in science courses. Socioscientific issues (SSI) approach is one way of promoting teaching and learning of science through social contexts. In the present study, we focus on the artifacts 12 pre-service primary teachers (PPTs) developed as teaching material for the negotiation of contemporary SSIs during a 12-week university course. Data was collected through the final artifacts, audiotapes of all the class sessions and a final semi-structured interview. The analysis was oriented to the social aspects of science as described by the Responsible Research and Innovation (RRI) Framework, which is a novel European Union policy aiming at bridging the gap between science and society. The findings reveal that PPTs focus on the scientific content and the ethical aspects of the contemporary topics they were engaged with. Risk-benefit and ethical analysis were the dominant teaching practices employed by PPTs. Insights into PPTs difficulties concerning the scientific content and the social aspects of science are also discussed.
{"title":"Pre-Service Primary Teachers Develop Teaching Artifacts on Contemporary Socioscientific Issues","authors":"Athanasia Kokolaki, D. Stavrou","doi":"10.1080/1046560X.2022.2078546","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2078546","url":null,"abstract":"ABSTRACT Recently, there has been an increased interest in how science and society interrelation is presented and discussed in science courses. Socioscientific issues (SSI) approach is one way of promoting teaching and learning of science through social contexts. In the present study, we focus on the artifacts 12 pre-service primary teachers (PPTs) developed as teaching material for the negotiation of contemporary SSIs during a 12-week university course. Data was collected through the final artifacts, audiotapes of all the class sessions and a final semi-structured interview. The analysis was oriented to the social aspects of science as described by the Responsible Research and Innovation (RRI) Framework, which is a novel European Union policy aiming at bridging the gap between science and society. The findings reveal that PPTs focus on the scientific content and the ethical aspects of the contemporary topics they were engaged with. Risk-benefit and ethical analysis were the dominant teaching practices employed by PPTs. Insights into PPTs difficulties concerning the scientific content and the social aspects of science are also discussed.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"287 - 306"},"PeriodicalIF":1.9,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573085","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 : 2022-07-04DOI: 10.1080/1046560X.2022.2082639
G. Verma, T. Campbell, Wayne Melville, Byung-Yeol Park
inherently socially negotiated character of meaning and the interested, concerned character of the thought and actions of persons-in-activity. This view also claims that learning, thinking and knowing are relations among people in activity in, with, and arising from the socially and culturally structured world. This world is socially constituted; objective forms and systems of activity, on the one hand, and agents’ subjective and intersubjective understandings of them on the other, mutually constitute both the world and its experienced forms. (p.
{"title":"Science Teacher Education and a Sociopolitical Turn: The Implications for Democratic Citizenship, and Environmental and Social Justice","authors":"G. Verma, T. Campbell, Wayne Melville, Byung-Yeol Park","doi":"10.1080/1046560X.2022.2082639","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2082639","url":null,"abstract":"inherently socially negotiated character of meaning and the interested, concerned character of the thought and actions of persons-in-activity. This view also claims that learning, thinking and knowing are relations among people in activity in, with, and arising from the socially and culturally structured world. This world is socially constituted; objective forms and systems of activity, on the one hand, and agents’ subjective and intersubjective understandings of them on the other, mutually constitute both the world and its experienced forms. (p.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"33 1","pages":"459 - 465"},"PeriodicalIF":1.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43260723","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 : 2022-05-24DOI: 10.1080/1046560X.2022.2043575
H. Georgiou
ABSTRACT It is generally accepted that a robust science education includes knowledge of science, as well as knowledge about science, or, in other words, an understanding of the “Nature of Science.” However, debates around what Nature of Science is and how to measure it are far from settled, and this compromises our ability to support teachers and students develop their understanding in this area. In this paper, two approaches assessing one aspect of the Nature of Science, the degree to which is it “socially embedded,” are compared. The VNOS-C was administered to a cohort of pre-service secondary science teachers and analyzed using the traditional approach as well as a new approach, using “Specialization” from a framework known as Legitimation Code Theory. The results from the standard analytical approach revealed that preservice teachers’ ideas were overwhelmingly Naïve or Mixed, and that these did not change over the course of the semester. However, there was insufficient discrimination between students’ ideas, particularly those in the Mixed category. The new approach was able to capture more of the nuances in preservice teachers’ responses. The potential of the new approach will be discussed in terms of its utility for understanding Nature of Science theory and improving assessment in relation to the “social embeddedness” tenet.
{"title":"Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis","authors":"H. Georgiou","doi":"10.1080/1046560X.2022.2043575","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2043575","url":null,"abstract":"ABSTRACT It is generally accepted that a robust science education includes knowledge of science, as well as knowledge about science, or, in other words, an understanding of the “Nature of Science.” However, debates around what Nature of Science is and how to measure it are far from settled, and this compromises our ability to support teachers and students develop their understanding in this area. In this paper, two approaches assessing one aspect of the Nature of Science, the degree to which is it “socially embedded,” are compared. The VNOS-C was administered to a cohort of pre-service secondary science teachers and analyzed using the traditional approach as well as a new approach, using “Specialization” from a framework known as Legitimation Code Theory. The results from the standard analytical approach revealed that preservice teachers’ ideas were overwhelmingly Naïve or Mixed, and that these did not change over the course of the semester. However, there was insufficient discrimination between students’ ideas, particularly those in the Mixed category. The new approach was able to capture more of the nuances in preservice teachers’ responses. The potential of the new approach will be discussed in terms of its utility for understanding Nature of Science theory and improving assessment in relation to the “social embeddedness” tenet.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"248 - 266"},"PeriodicalIF":1.9,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49634020","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 : 2022-05-05DOI: 10.1080/1046560X.2022.2042978
A. Cullinane, S. Erduran
ABSTRACT Understanding Nature of Science (NOS) is a requisite for improving scientific literacy, and as such, it is increasingly being included in science curricula worldwide. It is now therefore important that teachers understand NOS so that intended learning outcomes become visible in the classroom. Pre-service teachers also need an opportunity to develop an understanding of NOS. As a result of a national curriculum change in the Republic of Ireland, which saw the explicit inclusion of NOS in the school for the first time, the study was designed to develop pre-service teachers (PSTs) understanding of NOS. To aid PSTs understanding, workshops were designed around the theoretical perspective of the Family Resemblance Approach to Nature of Science. The framework is also referred to some authors by the Reconceptualized Family Resemblance Approach or RFN. The article presents case studies to illustrate how the PSTs navigated the ideas presented to them during NOS workshops and how they translated their understanding from the workshops into their lesson preparation. Data were collected over a calendar year, and findings were drawn from interviews, lesson plans, and assessment tools. The results indicate that although the two case-studies in the study had similar attendance and engagement, their understanding of what constituted NOS incorporation differed. The case studies presented are useful for illustrating how PSTs react to courses designed using the RFN framework and for showing evidenced implications for pre-service teacher education during a time of curricular reform.
理解科学的本质(NOS)是提高科学素养的必要条件，因此，它越来越多地被纳入世界各地的科学课程。因此，现在重要的是教师理解NOS，以便在课堂上看到预期的学习成果。职前教师也需要有机会发展对NOS的理解。由于爱尔兰共和国的国家课程改革，首次明确将NOS纳入学校，该研究旨在培养职前教师(pst)对NOS的理解。为了帮助pst理解，围绕科学本质的家庭相似性方法的理论视角设计了研讨会。该框架也被一些作者称为reconcepalized Family similarity Approach或RFN。本文介绍了案例研究，以说明pst如何在NOS研讨会期间导航向他们提出的想法，以及他们如何将他们从研讨会中获得的理解转化为备课。数据是在一个日历年里收集的，调查结果来自访谈、课程计划和评估工具。结果表明，尽管研究中的两个案例研究具有相似的出勤率和参与度，但他们对NOS纳入的理解不同。所提出的案例研究有助于说明pst如何对使用RFN框架设计的课程作出反应，并显示在课程改革期间对职前教师教育的实证影响。
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