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Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development 
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下载免费PDF全文 Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
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Williams Tory Singer Jonathan Krikorian Jacqueline Rakes Christopher Ross Julia 《Journal of Science Education and Technology》2019,28(3):179-194
The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.
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The Next Generation Science Standards (NGSS) strives to shift science learning from the teacher as a single cognitive agent, to a classroom community in which participants are working together in directing the classroom's communal knowledge to figure out questions about how phenomena occur, and building, testing, and refining their ideas to address those questions. To achieve this type of classroom environment, teachers should attend to students' knowledge and ideas and pay attention to how students are located within teacher-led interactions, such as being positioned as active discussants or designated listeners. In this study, we explore if and how this is occurring in the NGSS era. We used a naturalistic inquiry to explore how an experienced first-grade teacher used a new NGSS-aligned unit that called for students to use the science and engineering practices (SEP) to build content knowledge. We used a macro-analytic lens to answer the research question “how are class discussions shaped to address the SEP”? We used a micro-analytic lens to answer the research question “how are students positioned during these science discussions in this classroom?” Evidence suggests that the teachers' whole class discussions incorporated and involved the SEP which were specified in the unit lessons for content learning. However, on a micro-analytic level, we found that few students were positioned as active discussants. The teacher heavily relied on those students who could provide succinct and clearly relevant answers while positioning the remainder of the students as silent spectators. Implications from this research suggest that not only new NGSS curriculum materials need to focus on what students should know and do but they also need to address heuristics for teachers that show them how to position all of their students as active doers of science so all students have opportunities to build deeper, core science knowledge. 相似文献
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Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development. 相似文献
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Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching. 相似文献
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Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality. 相似文献
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Bhaskar Upadhyay 《Equity & Excellence in Education》2013,46(2):217-232
This is a case study of Lee, a Hmong teacher, who reflects on her own schooling experiences in order to develop a culturally sensitive pedagogy based on empowerment and funds of knowledge. The findings indicate that Lee teaches science effectively using culturally sensitive pedagogy—utilizing Hmong students' and parents' funds of knowledge in science teaching and learning. The findings further indicate that Lee negotiates challenges and tensions associated with her science instructions by partnering with parents and some teachers. 相似文献
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Sakunthala Yatigammana Ekanayake 《Learning, Media and Technology》2014,39(2):229-249
This article reports a study into how mobile phones could be used to enhance teaching and learning in secondary school science. It describes four lessons devised by groups of Sri Lankan teachers all of which centred on the use of the mobile phone cameras rather than their communication functions. A qualitative methodological approach was used to analyse data collected from the teachers' planning, observations of the lessons and subsequent interviews with selected pupils. The results show that using images and video captured on mobile phones supported the teachers not only in bringing the outside world into the classroom but also in delivering instructions, in assessing students' learning and in correcting students' misconceptions. In these instances, the way the images from the mobile phone cameras supported students' learning is explained using a variety of approaches to understand how images support learning. 相似文献
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Next Generation Science Standards: All Standards,All Students 总被引：1，自引：0，他引：1
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Engineering is featured prominently in the Next Generation Science Standards (NGSS) and related reform documents, but how its nature and methods are described is problematic. This paper is a systematic review and critique of that representation, and proposes that the disciplinary core ideas of engineering (as described in the NGSS) can be disregarded safely if the practices of engineering are better articulated and modeled through student engagement in engineering projects. A clearer distinction between science and engineering practices is outlined, and prior research is described that suggests that precollege engineering design can strengthen children’s understandings about scientific concepts. However, a piecemeal approach to teaching engineering practices is unlikely to result in students understanding engineering as a discipline. The implications for science teacher education are supplemented with lessons learned from a number of engineering education professional development projects. 相似文献
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Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies. 相似文献
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This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning. 相似文献
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Susan V. Bennett AnnMarie Alberton Gunn Guda Gayle-Evans Estanislado S. BarreraIV Cynthia B. Leung 《Early Childhood Education Journal》2018,46(2):241-248
Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices. 相似文献
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Michael Dias Charles J. Eick Laurie Brantley-Dias 《Journal of Science Teacher Education》2011,22(1):53-78
A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his
beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was
evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical
knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused
in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades
students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed. 相似文献
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This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces. 相似文献
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Tingting Li I-Chien Chen Emily Adah Miller Cory Susanne Miller Barbara Schneider Joseph Krajcik 《科学教学研究杂志》2024,61(2):358-418
This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three consecutive project-based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two-level hierarchical linear modeling estimates the effects of post-unit assessments on end-of-year summative tests. Results indicate that post-unit assessment performances predict NGSS-aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge-in-use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge-in-use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity-oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post-unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS-aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge-in-use development and equitable opportunities for all learners. 相似文献
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《Africa Education Review》2013,10(1):109-117
Abstract The formal and informal sciences can be integrated for the enhancement of training, research and teaching in the formal school system. The knowledge and methods of informal science, although regarded as crude, local or native, when embedded with formal science, can be subsequently developed and packaged as teaching innovation for the promotion of scientific knowledge, skill and training. This is the focus of this study where selected informal science experiences were used to teach some science concepts in inquiry-centred Nigerian classrooms. In inquiry-based lessons, teachers only act as facilitators and resources, creating the environment for investigations to take place. In the experiment, students' explorations were centred on informal science activities which were guided to be incorporated into the knowledge structure of formal science classroom experiences. Subjects were Senior Secondary School 11 male and female students taught the topic alkanols; types and preparation including concepts such as fermentation and the brewing process. Informal science activities involving the processing of cassava, grains and other local products were explored by subjects in the experimental group and there was a control group whose subjects were not exposed to informal science activities. Differences in the cognitive and affective learning outcomes of students from the two groups upon data analyses were found to be significant with sex playing a major role. Implications of the findings were highlighted and recommendations were made. 相似文献
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This study considers the relationship between science, science teaching and the philosophy of science perceiving these three
cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection.
The relationship of science teaching to the philosophy of science is advocated to be essential, revealing the conceptual meaning
of science in the science curriculum and thus removing the semantic degeneracy taking place when the philosophy of science
is ignored in science education. The study points at the bricolage as well as magic nature of the science curriculum preserving
as long as science teaching preserves semantic degeneracy. Different types of meaning of Schwab’s commonplaces were recognized.
The study challenges the common view of the relationship between science, science teaching and pedagogy and suggests effective
representation of individual knowledge of science educators. 相似文献
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Sae Yeol Yoon Jee Kyung Suh Soonhye Park 《International Journal of Science Education》2013,35(16):2666-2693
Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts. 相似文献