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Teachers’ implementation of technology-enhanced student-centered learning environments (SCLEs) will be affected by their beliefs
about effective practices. In order for student-centered programs to be used as intended, designers must be aware of the key
issues that will shape their implementation and the beliefs teachers hold about these issues. This case study examined 15
teachers’ beliefs about student-centered learning as they implemented Alien Rescue, a computer-based program for middle school
science that was designed to create a SCLE in the classroom. Considerations for the design of similar programs are offered. 相似文献
3.
Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. 相似文献
4.
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. 相似文献
5.
Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching.
This collective case study aims to explore in-service science teachers’ conceptions of NOS and the embeddedness of NOS in
their teaching about astronomy and space. Three science teachers participated in this study. All participants attended the
NOS workshop based on an explicit-reflective approach. They were asked to respond to the Myths of Science Questionnaire on
three different occasions, i.e., at the beginning and the end of the NOS workshop and a semester after the workshop. Classroom
observation, interviews after teaching, and a collection of related documents were also employed to collect data. The data
were analyzed using a constant comparative method. The results revealed two important assertions. First, science teachers’
conceptions of NOS are stable and resistant to change. However, an explicit-reflective approach employed in the NOS workshop,
to some extent, promoted science teachers’ understanding and reasoning about NOS. Second, science teachers’ conceptions of
NOS are not directly related to their classroom practices. With different degrees of NOS understanding, all participants taught
NOS implicitly and missed most of the opportunities to address aspects of NOS embedded in the topics they taught. The implications
of these findings are also discussed. 相似文献
6.
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引：1，自引：0，他引：1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献
7.
Anderson Hassell Norton Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305
The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional
development study in which two United States elementary school teachers engaged in a teaching experiment, as described by
Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching
experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions
tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight
into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even
without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their
students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining
factors such an inflexible curriculum. 相似文献
8.
Aviva Klieger Yehuda Ben-Hur Nurit Bar-Yossef 《Journal of Science Education and Technology》2010,19(2):187-198
The study examines the professional development of junior-high-school teachers participating in the Israeli “Katom” (Computer
for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for
teachers’ professional development. The first circle applies to all teachers in the program; the second, to all teachers at
individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science
teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews
were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed
according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced
science teachers’ professional development: (1) Introduction of laptops to the teachers and students. (2) The support and
training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested
in belonging to the professional science teachers’ community. They also prefer face-to-face meetings in their school. Among
the difficulties they noted were the new learning environment, including control of student computers, computer integration
in laboratory work and technical problems. Laptop computers contributed significantly to teachers’ professional and personal
development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools’
digital culture. The findings are important for designing concepts and models for professional development when introducing
technological innovation into the educational system. 相似文献
9.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
10.
Chun-Yen Chang Chien-Hua Hsiao Yueh-Hsia Chang 《Journal of Science Education and Technology》2011,20(2):136-145
This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional
approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data
collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes
Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and
teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis
of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced
when the learning environment was congruent with their learning environment preference. 相似文献
11.
Benny Hin Wai Yung Siu Ling Wong Man Wai Cheng Ching Sum Hui Derek Hodson 《Research in Science Education》2007,37(3):239-259
A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit,
develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate
Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe
to elicit student teachers’ conceptions and had significant impact on those conceptions at different stages of the programme
through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers’ awareness
of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different
classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions
of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate
occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on
their changing conceptions of good science teaching.
PGDE is the standard form of pre-service teacher education in Hong Kong. It provides qualified teacher status within Hong
Kong. Student teachers enrolled for the PGDE have completed a relevant undergraduate degree. 相似文献
12.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
13.
Stephen Marble 《Journal of Science Teacher Education》2007,18(6):935-953
This article describes an innovative approach to developing preservice elementary science teachers’ classroom confidence and
skills. Based on lesson study approaches, preservice candidates designed and taught integrated science–mathematics lessons
during the semester before their student teaching. Working in teams, candidates designed and taught a common lesson in 3 different
classrooms, critiquing and refining their lesson between each teaching activity. Data collected from observations of classroom
teaching events, team reports, and individual reflections were analyzed qualitatively. Results indicate that, over the 3 teaching
events, there were dramatic improvements in lesson design and delivery, the management of the learning environment, the quality
of students’ engagements with meaningful content, and the quality of assessments and generation of student data.
According to the website of the Lesson Study Research Group, there were more than 2,300 teachers in over 335 schools involved
in lesson study in the U.S. as of May 2004 (www.tc.edu/lessonstudy/). Additional lesson study information, projects, and resources
are available through a number of other websites, including www.lessonresearch.net (at Mills College) and www.uwlax.edu/sotl.lsp
(at The University of Wisconsin–La Crosse) 相似文献
14.
Alandeom Wanderlei Oliveira 《Cultural Studies of Science Education》2009,4(4):803-846
This study explores elementary teachers’ social understandings and employment of directives and politeness while facilitating
inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to
the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory
analysis of the institute professional development activities revealed that teachers developed an increased awareness of the
authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic
analysis of participants’ inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased
ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive,
involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with
classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching
process. Despite teachers’ increased pragmatic awareness, teacher–student linguistic relationships did not become entirely
symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished
or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become
effectively prepared to engage in language-mediated teacher–student interaction in the context of inquiry-based science classroom
discourse. 相似文献
15.
Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology 总被引：1，自引：0，他引：1
The flexibly adaptive model of professional development, developed in the GIT Ahead project, enables secondary science teachers to incorporate
a variety of geospatial technology applications into wide-ranging classroom contexts. Teacher impacts were evaluated quantitatively
and qualitatively. Post-questionnaire responses showed significant growth in teachers’ perceived technological expertise,
interest, and ability to integrate geospatial technology into their science teaching. Application of the Technical Pedagogical
Content Knowledge (TPACK) framework to three case studies illustrates such growth. Crucial aspects of professional development
in support of teaching science with geospatial technology include intensive training, ongoing support, a supportive learning
community, and flexibility in terms of support provided and implementation expectations. Implications are presented for design
of professional development and use of TPACK in evaluating impacts. 相似文献
16.
Daniel L. Dickerson John E. Penick Karen R. Dawkins Meta Van Sickle 《Journal of Science Teacher Education》2007,18(1):45-61
Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold
complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students’ and preservice
science teachers’ understandings of groundwater found little difference between the groups’ conceptualizations of subsurface
hydrology. This article discusses possible reasons for the apparent lack of appropriate understanding regarding the complex
concept of groundwater. Specifically, we concentrate on the lack of emphasis concerning groundwater content in standards documents,
the need for increased attention to students’ spatial reasoning abilities, inadequate formal instruction for science teachers
concerning groundwater, and difficulty in designing appropriate assessment of groundwater concepts. We conclude by offering
suggestions for enhancing the teaching and learning of groundwater. 相似文献
17.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
18.
Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
19.
From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers 总被引：4，自引：2，他引：2
New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative
teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue.
This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological
pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were
designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service
teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews.
This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the
impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating
subject-matter knowledge into science lessons, and further enhanced their TPACK. 相似文献
20.
Orit Ben Zvi Assaraf 《Journal of Science Education and Technology》2011,20(5):592-607
This article re-examines the learning environment in an after-school science program for socio-economically disadvantaged
children, attempting to discover why the particular group we studied failed to make significant progress between pre and post
program testing, while other groups undergoing the same program elsewhere succeeded. Data composed of in class observations,
students’ class workbooks and perceptive/cognitive interviews was analyzed qualitatively to construct a picture of the learning
environment as experienced by both the students and their student teacher, Liora. Our primary finding revealed a striking
dissonance between the program’s student-centered theory (based on the tenets of social-constructivism) and the classroom
reality enforced by Liora, who ran the lessons primarily as a monologue that left very little room for active student participation.
This disparity was further complicated by an ambiguity in Liora’s position as an authority figure, wherein she wavered between
her predilection for a rigid, authoritative teaching environment and a desire to be her students’ friend and confidante. 相似文献