Socio-scientific issues (SSI) instruction positions the understanding and practice of science in the context of issues that are informed by science but require reasoning about their societal dimensions to respond to those issues effectively. For this reason, instruction in the context of SSI has been considered the gateway to contemporary visions of scientific literacy. SSI instruction is often framed in line with the Socio-Scientific Issues Teaching and Learning (SSI-TL) framework, which is prominent in the literature and well-used by researchers to frame professional development but potentially less familiar to classroom teachers. Given that teachers are likely familiar with the 5E learning cycle, they might experience an easier transition to developing and facilitating SSI instruction using the SSI-TL model if framed through a lens of 5E. In this article, we unpack the SSI-TL model of instruction through a 5E lens, then provide an exemplary prototype of the new SSI-TL infused 5E instruction in the context of a globally relevant SSI to highlight the overlap between engagement in essential science practices and socio-scientific reasoning. We hope that teachers become more comfortable developing science literacy by addressing both science and societal dimensions of contemporary SSI by considering the SSI-TL Framework through a 5E lens.
{"title":"Socio-scientific issues instruction for scientific literacy: 5E Framing to enhance teaching practice","authors":"David C. Owens, Troy D. Sadler","doi":"10.1111/ssm.12626","DOIUrl":"https://doi.org/10.1111/ssm.12626","url":null,"abstract":"Socio-scientific issues (SSI) instruction positions the understanding and practice of science in the context of issues that are informed by science but require reasoning about their societal dimensions to respond to those issues effectively. For this reason, instruction in the context of SSI has been considered the gateway to contemporary visions of scientific literacy. SSI instruction is often framed in line with the Socio-Scientific Issues Teaching and Learning (SSI-TL) framework, which is prominent in the literature and well-used by researchers to frame professional development but potentially less familiar to classroom teachers. Given that teachers are likely familiar with the 5E learning cycle, they might experience an easier transition to developing and facilitating SSI instruction using the SSI-TL model if framed through a lens of 5E. In this article, we unpack the SSI-TL model of instruction through a 5E lens, then provide an exemplary prototype of the new SSI-TL infused 5E instruction in the context of a globally relevant SSI to highlight the overlap between engagement in essential science practices and socio-scientific reasoning. We hope that teachers become more comfortable developing science literacy by addressing both science and societal dimensions of contemporary SSI by considering the SSI-TL Framework through a 5E lens.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536263","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}
{"title":"Broadening the contexts of teacher noticing","authors":"Molly H. Fisher, Cindy Jong","doi":"10.1111/ssm.12630","DOIUrl":"https://doi.org/10.1111/ssm.12630","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"5 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234148","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}
Julie A. Luft, Yuxi Huang, Harleen Singh, Hatice Ozen-Tasdemir, Joe DeLuca, Shelby Watson, Elizabeth Ayano, Brooke A. Whitworth
Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the Next Generation Science Standards (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform-based instruction and a revision of this research process.
{"title":"Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge","authors":"Julie A. Luft, Yuxi Huang, Harleen Singh, Hatice Ozen-Tasdemir, Joe DeLuca, Shelby Watson, Elizabeth Ayano, Brooke A. Whitworth","doi":"10.1111/ssm.12623","DOIUrl":"https://doi.org/10.1111/ssm.12623","url":null,"abstract":"Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the <i>Next Generation Science Standards</i> (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform-based instruction and a revision of this research process.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"191 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536255","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}
Due to limited research on Black girls in science education, this study focuses on the forms of capital Black girls cultivated through their participation in a community-based STEM after-school program. The study drew from the interviews and a focus group session of 10 Black girls and investigated their formal and informal experiences in science. Using intersectionality and community cultural wealth as theoretical perspectives, findings revealed that multiple forms of capital (aspirational, social, navigational, and familial) were fostered and interconnected throughout the program. The intersections of race and gender were also prominent contributions to the multidimensional, nuanced ways Black girls experience and flourish in STEM education. Implications and recommendations for future research on Black girls in science are discussed.
{"title":"High school Black girls’ experiences in a STEM after-school program: A qualitative case study","authors":"Miranda Mullins Allen","doi":"10.1111/ssm.12624","DOIUrl":"https://doi.org/10.1111/ssm.12624","url":null,"abstract":"Due to limited research on Black girls in science education, this study focuses on the forms of capital Black girls cultivated through their participation in a community-based STEM after-school program. The study drew from the interviews and a focus group session of 10 Black girls and investigated their formal and informal experiences in science. Using intersectionality and community cultural wealth as theoretical perspectives, findings revealed that multiple forms of capital (aspirational, social, navigational, and familial) were fostered and interconnected throughout the program. The intersections of race and gender were also prominent contributions to the multidimensional, nuanced ways Black girls experience and flourish in STEM education. Implications and recommendations for future research on Black girls in science are discussed.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536242","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}
David Slavit, Amy Roth McDuffie, Nicole Griggs, Dan Goldhaber, Roddy Theobald
This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants-specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants-content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs-collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.
{"title":"Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes","authors":"David Slavit, Amy Roth McDuffie, Nicole Griggs, Dan Goldhaber, Roddy Theobald","doi":"10.1111/ssm.12627","DOIUrl":"https://doi.org/10.1111/ssm.12627","url":null,"abstract":"This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants-specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants-content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs-collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536254","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}
We conducted a literature review to describe the conceptual use of noticing in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences in the primary theoretical construct, (b) differences in definitions of noticing and whether noticing is attending, making sense, both, or broader than cognition and includes context, culture, and/or perception, and (c) differences in researchers' beliefs about identifying what teachers should notice as compared to researchers who describe what teachers do notice. We propose directions for future writing practices in this field, including the need for researchers to explicitly state their definition of noticing. We conclude by reflecting on this project through some of Mason's foundational ideas about noticing.
{"title":"Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations","authors":"Tracy L. Weston, Julie M. Amador","doi":"10.1111/ssm.12629","DOIUrl":"https://doi.org/10.1111/ssm.12629","url":null,"abstract":"We conducted a literature review to describe the conceptual use of <i>noticing</i> in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences in the primary theoretical construct, (b) differences in definitions of noticing and whether noticing is attending, making sense, both, or broader than cognition and includes context, culture, and/or perception, and (c) differences in researchers' beliefs about identifying what teachers <i>should</i> notice as compared to researchers who describe what teachers <i>do</i> notice. We propose directions for future writing practices in this field, including the need for researchers to explicitly state their definition of noticing. We conclude by reflecting on this project through some of Mason's foundational ideas about noticing.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"84 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536256","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}
Recognizing, building, describing, extending, and analyzing patterns are key components of algebraic reasoning. Oftentimes pattern-based instruction is used to support the understanding of functions and variables. In this study, elementary preservice teachers (n = 23) were asked to explore, extend, explain, create equations for, and analyze linear, geometric, and quadratic integer patterns using color tiles. Then they created, extended, described, and analyzed their own patterns while working in groups (n = 8). The research question was: What algebraic errors do PSTs demonstrate in the process of constructing, explaining, and analyzing their own linear, geometric, and quadratic patterns using color tiles? The analysis, which focused on errors and misunderstandings preservice teachers demonstrated in their final unit, revealed three specific areas of difficulties: figural errors, explanation challenges, and improper use of algebraic language. Participants failed to connect their algebraic images in a coherent manner, there was confusion in articulating their algebraic thought processes, and algebraic terminology was improperly used. Implications for teaching and further research are described.
{"title":"Preservice teachers’ errors in the creation and extension of sequences using color tiles: An exploratory study","authors":"Terri L. Kurz, Mi Yeon Lee","doi":"10.1111/ssm.12612","DOIUrl":"https://doi.org/10.1111/ssm.12612","url":null,"abstract":"Recognizing, building, describing, extending, and analyzing patterns are key components of algebraic reasoning. Oftentimes pattern-based instruction is used to support the understanding of functions and variables. In this study, elementary preservice teachers (<i>n</i> = 23) were asked to explore, extend, explain, create equations for, and analyze linear, geometric, and quadratic integer patterns using color tiles. Then they created, extended, described, and analyzed their own patterns while working in groups (<i>n</i> = 8). The research question was: What algebraic errors do PSTs demonstrate in the process of constructing, explaining, and analyzing their own linear, geometric, and quadratic patterns using color tiles? The analysis, which focused on errors and misunderstandings preservice teachers demonstrated in their final unit, revealed three specific areas of difficulties: figural errors, explanation challenges, and improper use of algebraic language. Participants failed to connect their algebraic images in a coherent manner, there was confusion in articulating their algebraic thought processes, and algebraic terminology was improperly used. Implications for teaching and further research are described.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536249","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}
Amanda Mohammad Mirzaei, Amanda Jansen, Lorna Headrick, James Middleton
Abstract We investigated what high school mathematics teachers and their students noticed about students’ mathematical engagement to develop a framework for teachers’ and students’ noticing of mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the valence of engagement (whether students were engaged or disengaged), descriptions of dimensions of engagement (affective, behavioral, cognitive, instrumental, social, or relatedness), and features of engagement (interpretations of what took place in the classroom to support or constrain students’ engagement). We interviewed 30 sets of high school mathematics teachers and focus groups of their students and asked them to reflect on students’ engagement during a videotaped lesson from their classrooms. Results illustrate cases of how noticing of engagement between teachers and students can be shared (or not), from strongly shared (agreement on all three elements in the framework), partially shared (agreement on two elements), and minimally shared (agreement on one element). Cases of partially and minimally shared noticing of engagement suggest opportunities for teachers to learn about their students’ perspectives or how to communicate with students about their intentions for engaging them.
{"title":"Using teacher and student noticing to understand engagement in secondary mathematics lessons","authors":"Amanda Mohammad Mirzaei, Amanda Jansen, Lorna Headrick, James Middleton","doi":"10.1111/ssm.12613","DOIUrl":"https://doi.org/10.1111/ssm.12613","url":null,"abstract":"Abstract We investigated what high school mathematics teachers and their students noticed about students’ mathematical engagement to develop a framework for teachers’ and students’ noticing of mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the valence of engagement (whether students were engaged or disengaged), descriptions of dimensions of engagement (affective, behavioral, cognitive, instrumental, social, or relatedness), and features of engagement (interpretations of what took place in the classroom to support or constrain students’ engagement). We interviewed 30 sets of high school mathematics teachers and focus groups of their students and asked them to reflect on students’ engagement during a videotaped lesson from their classrooms. Results illustrate cases of how noticing of engagement between teachers and students can be shared (or not), from strongly shared (agreement on all three elements in the framework), partially shared (agreement on two elements), and minimally shared (agreement on one element). Cases of partially and minimally shared noticing of engagement suggest opportunities for teachers to learn about their students’ perspectives or how to communicate with students about their intentions for engaging them.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"124 42","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351600","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}
Abstract Mathematics education researchers suggest that it is important for teachers to select mathematics tasks that align with their goals for students; however, this can be challenging as there are many facets of alignment to consider. In this article, I present a rubric that details the alignment between tasks and learning goals. This rubric was developed by adapting the Achieve protocol and making modifications based on responses of a Delphi model panel that applied the rubric. I then discuss the use of this rubric with preservice teachers in a course about teaching mathematics with technology and the positive impact it had on their understanding and ability to align tasks and learning goals. I conclude with possible future uses of this rubric for researchers, teachers, and teacher educators.
{"title":"The Task and Goal Alignment Rubric: A tool for assessing the alignment of mathematical tasks and goals","authors":"Jenna Menke","doi":"10.1111/ssm.12625","DOIUrl":"https://doi.org/10.1111/ssm.12625","url":null,"abstract":"Abstract Mathematics education researchers suggest that it is important for teachers to select mathematics tasks that align with their goals for students; however, this can be challenging as there are many facets of alignment to consider. In this article, I present a rubric that details the alignment between tasks and learning goals. This rubric was developed by adapting the Achieve protocol and making modifications based on responses of a Delphi model panel that applied the rubric. I then discuss the use of this rubric with preservice teachers in a course about teaching mathematics with technology and the positive impact it had on their understanding and ability to align tasks and learning goals. I conclude with possible future uses of this rubric for researchers, teachers, and teacher educators.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"5 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042671","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}
Abstract This study describes preservice teachers' beliefs about teaching mathematics for social justice (TMSJ) after experiencing a two‐part professional development (PD) workshop on the subject. The research question is: To what degree does a PD experience, designed by a preservice teacher, influence preservice teachers' beliefs about TMSJ? The lead author is a preservice teacher who designed and enacted two workshops for education majors at Midwest University. Results indicated that preservice teachers' beliefs were statistically significantly different, with their beliefs trending toward “more strongly agree” about TMSJ after the two‐part PD. There was also less variance in their responses to the survey after the PD compared to before it. This research offers (a) a narrative of preservice teacher‐driven PD and (b) a rich description of a PD for preservice teachers, thus adding to prior literature about in‐service teachers' outcomes.
{"title":"Preparing preservice mathematics teachers to teach for social justice","authors":"Jodie Cahill, Jonathan D. Bostic","doi":"10.1111/ssm.12602","DOIUrl":"https://doi.org/10.1111/ssm.12602","url":null,"abstract":"Abstract This study describes preservice teachers' beliefs about teaching mathematics for social justice (TMSJ) after experiencing a two‐part professional development (PD) workshop on the subject. The research question is: To what degree does a PD experience, designed by a preservice teacher, influence preservice teachers' beliefs about TMSJ? The lead author is a preservice teacher who designed and enacted two workshops for education majors at Midwest University. Results indicated that preservice teachers' beliefs were statistically significantly different, with their beliefs trending toward “more strongly agree” about TMSJ after the two‐part PD. There was also less variance in their responses to the survey after the PD compared to before it. This research offers (a) a narrative of preservice teacher‐driven PD and (b) a rich description of a PD for preservice teachers, thus adding to prior literature about in‐service teachers' outcomes.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":" 47","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242254","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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