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1.
This study examined elementary teachers’ instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students’ science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation.  相似文献   

2.
Book Reviews     
ABSTRACT

Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.  相似文献   

3.
To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance.  相似文献   

4.
ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies  相似文献   

5.
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   

6.
ABSTRACT

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.  相似文献   

7.
This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a “writing in science” program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.  相似文献   

8.
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9.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.
Charles J. EickEmail:
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10.
ABSTRACT

In the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.  相似文献   

11.
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12.
This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science.  相似文献   

13.
Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation.  相似文献   

14.
Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK.  相似文献   

15.
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed.  相似文献   

16.
There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers.  相似文献   

17.
ABSTRACT

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers’ classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers’ confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers’ confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.  相似文献   

18.
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.

Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.

Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.

Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.

Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.

Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.  相似文献   

19.
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.  相似文献   

20.
As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298–341, 2013; Lee et al. in Educ Res 42(4):223–233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.  相似文献   

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