Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks

Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach science to support student learning. Science methods courses are settings that have the potential to shift prospective teachers’ visions of science teaching. We used an explanatory sequential mixed methods approach with collection of survey data followed by interviews with selected participants. We analyzed how prospective elementary teachers’ visions of science teaching shifted over the course of a one-semester science methods course and what experiences they felt most influenced their visions of teaching science. We found that the visions of science teaching shifted towards or maintained alignment with the principles of science teaching introduced in the science methods course. Additionally, the prospective teachers identified model science activities and explicit connections between these activities and how students learn science as having influenced them in terms of how they thought about teaching science.

Contents Preface Acknowledgement Introduction Part I: Theoretical, Contextual, and Pedagogical Foundations for the Elementary Science Methods Course 1. Perspectives of Teacher Learning Views about Learning and Teaching Ideas about Knowledge Learning Theories A View of Learning An Example Application to a Science Methods Course Conclusion More to Explore References 2. The Context for Elementary Science Teacher Preparation Who is Responsible for Educating Elementary Science Teachers? The Policy Context: Goals and Standards for Elementary Science Teacher Education The Program Context: Elementary Teacher Education The Program Context: Science Courses The Program Context: Field Experience and Partnerships with Local Schools Conclusion More to Explore References 3. Orientations to Teaching Science Teachers Introduction What are Orientations to Teaching Teachers? Some Orientations to Teaching Science Teachers The Reflection Orientation and the Science Methods Course Conclusion Tools for Teaching Elementary Science Methods References 4. Understanding the Elementary Science Methods Student Introduction Prospective Teachers as Learners Prospective Teachers' Knowledge for Science Teaching Understanding Your Methods Students Conclusion More to Explore References 5. Curriculum and Resources for Elementary Science Teacher Education Aims and Goals for the Science Methods Course The Methods Course Curriculum-What to Include? Selecting Resources and Materials Facilities and Equipment Communicating Your Expectations to Students: The Course Syllabus Conclusion Tools for Teaching the Elementary Science Methods Course More to Explore References 6. Instructional Strategies for the Elementary Science Methods Course Aspects of PCK Pertinent to this Chapter Your Orientation to Learning and Teaching Environment General Pedagogy Teaching Models Teaching How to Plan Conclusion More to Explore References 7: Assessment Strategies for the Elementary Methods Course Purposes and Examples of Assessment in the Elementary Science Methods Course Principles of Effective Assessment Scoring and Grading Assignments Putting it All Together: Designing a Methods Course Assignment Conclusion Tools for Teaching Elementary Science Methods More to Explore References 8: Field Experiences in Elementary Science Methods Benefits of Field Experiences Addressing Challenges to the Science Methods Field Experience Various Models of Science Methods Field Experiences Student Reflection on the Field Experience Conclusion: Design Principles for Science Methods Field Experiences Tools for Teaching Elementary Science Methods References Part II: Activities that Work for the Elementary Science Methods Course ATW 1: Learning about the 5E Learning Cycle: Magnetism ATW 2: The Interactive Approach: Floating & Sinking ATW 3: Inquiring into Guided and Open Inquiry: Insect Study ATW 4: Eliciting Student Ideas: The Human Body ATW 5: Using Models and Analogies: Electric Circuits ATW 6: Learning about Discourse: Light and Shadows ATW 7: Integrating Language Arts and Science: The Water Cycle ATW 8: Seamless Assessment: The Moon Investigation About the Authors Index

As classroom populations have become more diverse, teaching populations, including our own, are overwhelmingly White and female. Simultaneously, we prepare teacher candidates (TCs) at the same university to teach science equitably to diverse students. To make improvements towards this goal, we utilized Critical Race Theory (CRT) to examine the issues of race and racism that exist throughout the structures of our courses. Through this chapter, the authors detail the revamping of their elementary and secondary science methods courses to prepare TCs to work with students from diverse backgrounds. Twenty-five elementary and five secondary science teacher candidates (predominantly White) participated in this study during their respective science methods courses. This action research study answers the research questions: How do teacher candidates express value in diversity and equity in the science classroom, and how do they embrace those learning opportunities? To answer these questions, we examined two key course artifacts at the beginning and end of the semester: the Draw a Science Teacher Test (DASTT) and students’ science teaching philosophy statements. We were able to see a shift in TCs’ thinking about equitable science instruction across both assignments DASTT and science teaching philosophy statements from the beginning to the end of our semester-long science methods courses, especially regarding aspects of culturally responsive teaching and ambitious science teaching. Impacts on both teacher-scholars and lack of funding and publishing opportunities for this kind of work are also discussed.KeywordsTeacher candidatesCritical race theoryEquitySocial justiceScience teaching

A situated learning model of coteaching was implemented in the weekly field component of a secondary science methods course. Students cotaught by observing and assisting their teacher for one period followed by taking the lead in teaching the same lesson with their teachers' assistance during the following period. Students were peripheral participants, reflecting on both their teacher's practice and their own practice. Data supported four positive outcomes of this model for the methods students: (a) comfort in learning to teach, (b) critical reflection in modeling the teacher's lesson, (c) development of confidence in teaching and managing students, and (d) positive effect of seeing and doing inquiry in practice. All participants supported the continued practice of teaching from the classroom teachers' existing lesson plans. Future research is suggested on how real-time teacher assistance during this model could help the methods students acquire the teaching strategies and habits of their teacher.

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

Research studies have reported an overall positive change of attitude toward teaching science after prospective elementary teachers complete a science methods course. The studies also reveal an absence of a description of the attitude change from the individual participant's point of view. It was the purpose of this three-year qualitative study to generate a framework of categories to describe perspective teachers' change of attitude toward teaching science over the term of a science methods course. Participants were graduate change-of-career prospective elementary science teachers. Sources of narrative data were participants' science journal entries and post-lesson plan comments.

Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to implement the National Science Education Standards (National Research Council, 1996). Using the “Science Teaching Standards” as a framework for analysis, this research proceeded in two phases. During the first phase, the elementary science methods courses, perspectives, and practices of six science teacher educators were examined to determine similarities and differences in the course goals and objectives, overall emphases, and their efforts to prepare their students to implement the Science Teaching Standards. The second phase of the study investigated the elementary science methods courses of a national sample of science teacher educators as reflected in their course syllabi. It was found that universal inclusion of content related to the Science Teaching Standards does not exist, nor are there clear linkages between course goals, activities, and assignments.

Including Internationalization in a Secondary Science Methods Course for Pre-service High School Teachers

Abstract: Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 169 elementary school students regarding SI by administering the VASI questionnaire. This study had a qualitative approach, we categorized the answers in Naïve, Mixed and Informed according to the 8 aspects of SI proposed on the original questionnaire. A low percentage of answers were classified as Mixed or Informed. The results corroborate to the argument that activities that prioritize the doing inquiry do not necessarily lead the students knowing inquiry. We consider that the VASI questionnaire can be applied by teachers now that different curricula based on investigation are been adopted in Brazil.

This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers’ conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use of metacognitive strategies facilitated preservice early childhood teachers’ use of deep-level cognitive strategies, which in turn promoted conceptual change. Also, preservice early childhood teachers with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. The results provided evidence that the hypothesized model of intentional learning has a high predictive ability in explaining the change in preservice early childhood teachers’ conceptual understandings from the pre to post-interviews. Implications for designing a science methods course for preservice early childhood teachers are provided.

Aims of this research are to develop a valid and reliable science process skill test of Likert-type in order for determination of prospective preschool teachers' science process skills and herewith identify prospective teachers' science process skill levels. Draft scale was implemented on 141 3rd and 4th grade prospective teachers studying in Division of Preschool Education in Education Faculty of Afyon Kocatepe University during spring semester of 2013-2014 educational year, and was tested against validity and reliability. The test included 32 items. KR-20 (Kuder-Richardson 20) reliability coefficient of the scale was found .92. This test was then implemented on 138 3rd and 4th grade prospective teachers studying in Division of Preschool Education in Faculty of Education of Kutahya Dumlupinar University during spring semester of 2013-2014 educational year. Science process skills test included subdimensions of integrated process skills such as defining operationally (functionally), formulating hypothesis, identifying and checking variables, analyzing data, experimenting. At the end of the analyses, science process skill levels of prospective preschool teachers were found intermediate, while their scores from science process skills test, independent t-test and single factorial variance analyses (ANOVA) showed no significant difference. However science process skills of prospective preschool teachers were found in support of male prospective teachers when considered by gender, and in support of prospective teachers receiving evening education when considered by session type, and in support of graduates of Anatolian high school when considered by type of high school they graduated.

The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students’ epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an interdisciplinary, SSI-focused undergraduate human biology major (SSI) and those participating in a traditional biology major (BIO). Forty-five SSI students and 50 BIO students completed an open-ended questionnaire examining their understanding of scientific inquiry. Eight general themes including approximately 60 subthemes emerged from questionnaire responses, and the numbers of students including each subtheme in their responses were statistically compared between groups. A subset of students participated in interviews, which were used to validate and triangulate questionnaire data and probe students’ understanding of scientific inquiry in relation to their majors. We found that both groups provided very similar responses, differing significantly in only five subthemes. Results indicated that both groups held generally adequate understandings of inquiry, but also a number of misconceptions. Small differences between groups supported by both questionnaires and interviews suggest that the SSI context contributed to nuanced understandings, such as a more interdisciplinary and problem-centered conception of scientific inquiry. Implications for teaching and research are discussed.

This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.

This study assessed teachers’ understanding about the nature of scientific inquiry (NOSI) and whether this understanding was reflected in their students’ responses. The data were collected through the ‘Views About Scientific Inquiry’ (VASI) questionnaire, a reliable tool for assessing understanding about the NOSI. The sample included science teachers and students of grade X purposively selected from five ‘schools affiliated with the local board’ (SALB) and five ‘schools affiliated with the international board’ (SAIB) for external examinations in Pakistan. The responses on the VASI were graded for quality to find the means, frequency count, percentage, and t-test values. The findings revealed no significant difference in teachers’ understanding of scientific inquiry (SI) in both school systems. Generally, the teachers had informed views while students held naïve views. The VASI also identified participants’ understanding on eight aspects of SI. The SAIB teachers understanding of SI was reflected in their students’ responses in some aspects of SI, unlike the SALB teachers. The study recommends incorporating NOSI aspects in teacher education programs and helping science teachers integrate NOSI aspects in their science instruction.

Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must care about teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in caring about effective elementary science instruction (EESI). Different from other teacher dispositions, this study defines caring about elementary EESI as having the ability to articulate the value it provides to students and society and internalize the importance such that one is driven to teach science at a high level, even if they must overcome obstacles. Data were collected via two care-focused assignments, a pre/post-survey, and an interview. Findings indicate that a) for many, this course was the first time they realized the value of EESI; b) the care-focused assignments in the course allowed TCs to flesh out arguments as to why elementary science is important; and c) TCs were more assertive and specific about actions they will take in the future to support and/or advocate for EESI. Explicitly attending to the notion of caring about EESI in a science methods course is necessary if instructors are to support TCs in teaching EESI.