Your science classroom : becoming an elementary/middle school science teacher

299 hal.: ill, tab.; 25 cm

Acceptance, understanding, and experience: Exploring obstacles to evolution education among Advanced Placement teachers

Students in the United States who wish to begin early enrollment in college-level coursework often turn to Advanced Placement (AP) secondary coursework such as AP Biology as an accelerated option. As such, it is expected that those teachers who are responsible for the AP Biology courses hold an advanced level of subject-area expertise that extends to topics that are often seen as controversial in K–12 classrooms, including evolution. We surveyed 71 AP Biology teachers in a state in the southeastern United States to see how their levels of evolution content knowledge, evolution acceptance, and understandings of the nature of science compared to results that have been found in similar studies in general biology teachers and preservice science teachers. Our results indicate that AP Biology teachers in the Southeast have understandings and levels of acceptance regarding evolution that are in line with or lower than those of fellow teachers. This suggests that in spite of the nationalized AP curriculum, there are still gaps in fundamental knowledge, understandings, and approach that need to be addressed

A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

This research centers on the psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individual\u27s skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instrument\u27s development, an exploratory factor analysis on a fifteen-item 5E ILP instrument revealed only three factor loadings instead of the expected five factors, which led to its subsequent revision. Modifications in the original instrument led to a revised 5E ILPv2 instrument comprised of twenty-one items. This instrument, like its precursor, has a scoring scale that ranges from zero to four points per item. Content validity of the 5E ILPv2 was determined through the expertise of a panel of science educators. Over the course of five semesters, three elementary science methods instructors in three different universities collected post lesson plan data from 224 pre-service teachers enrolled in their courses. Each instructor scored their students\u27 post 5E inquiry lesson plans using the 5E ILPv2 instrument recording a score for each item on the instrument. A factor analysis with maximum likelihood extraction and promax oblique rotation provided evidence of construct validity for five factors and explained 85.5 % of the variability in the total instrument. All items loaded with their theoretical factors exhibiting high ordinal alpha reliability estimates of .94, .99, .96, .97, and .95 for the engage, explore, explain, elaborate, and evaluate subscales respectively. The total instrument reliability estimate was 0.98 indicating strong evidence of total scale reliability. © 2012 The Association for Science Teacher Education, USA

A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

This research centers on the psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individual\u27s skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instrument\u27s development, an exploratory factor analysis on a fifteen-item 5E ILP instrument revealed only three factor loadings instead of the expected five factors, which led to its subsequent revision. Modifications in the original instrument led to a revised 5E ILPv2 instrument comprised of twenty-one items. This instrument, like its precursor, has a scoring scale that ranges from zero to four points per item. Content validity of the 5E ILPv2 was determined through the expertise of a panel of science educators. Over the course of five semesters, three elementary science methods instructors in three different universities collected post lesson plan data from 224 pre-service teachers enrolled in their courses. Each instructor scored their students\u27 post 5E inquiry lesson plans using the 5E ILPv2 instrument recording a score for each item on the instrument. A factor analysis with maximum likelihood extraction and promax oblique rotation provided evidence of construct validity for five factors and explained 85.5 % of the variability in the total instrument. All items loaded with their theoretical factors exhibiting high ordinal alpha reliability estimates of .94, .99, .96, .97, and .95 for the engage, explore, explain, elaborate, and evaluate subscales respectively. The total instrument reliability estimate was 0.98 indicating strong evidence of total scale reliability. © 2012 The Association for Science Teacher Education, USA

Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students’ voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify barriers to integrating multiliteracies and scientific practices into science teaching. The issues include time, increased standards accountability, and lack of comfort with effective integration of technology. The fourth theme revealed that students have the ability to shape and define their learning while supporting other voices through collaborative science experiences. (Published By University of Alabama Libraries

What do you see?: a case study of community college science pedagogy

Community colleges educate almost half of all American undergraduates. These students include but are not limited to under-prepared high school graduates, and individuals who are working full-time while attending school, as well as students of diverse cultural, socioeconomic, and ethnic backgrounds. With such a diverse student population, science educators may find it difficult to teach science, especially since the language of science is exceptional and contains some inner hierarchy that most other disciplines do not (Osborne, 2002). This qualitative case study examined a community college science faculty member notion's learning to use visual illustrations in science instruction through a collaborative professional development approach. Through this study, insights were gained on how to implement relevant science pedagogy at this community college. Narratives are used to tell the story of a community college science instructor's experience using visual illustrations through science concepts (e.g. cell structure, cellular transport, and metabolism) taught. Narratives reflect the science instructor's story leading to further studies in multiliteracies, professional development, and student perception of visual images in community college setting. (Published By University of Alabama Libraries

Exploring Girl Scouts' self-perceptions as geoscientists using a feminist standpoint lens and transformative mixed methods

Currently in the United States jobs abound in science, technology, engineering and math (STEM). Yet, women remain an underrepresented demographic both in university STEM degrees and careers. This study sought to understand constraints to the participation of young women in geoscience learning. Twenty-one girls in the sixth through eighth grades participated in a six-week study, which featured informal geoscience experiences. Three research questions guided the study: (1) What are girls' standpoints on "science"? (2) How might the Girl Scouts offer an alternative environment for learning and doing science while at the same time allowing them to be scientists? (3) How might this Girl Scout experience transform the ways girls engage with geoscience? The study employed a transformative mixed method approach involving quantitative and qualitative data generation tools including the CLES, the DAST, autobiographical writing, photonarratives, and researcher analytic memos. The study results are reported through three key phases of data generation. Phase 1 categorizes the girls as those having positive, negative and neutral science perceptions. Phase 2 explores the girls underlying science stories. Phase 3 highlights the girls' transformative narratives. Results of this study contribute significant insights about the subtle stances of young girls in [geo]science learning and how engaging their voices to critique their science learning experiences can open up their agentic possibilities to take up participation in science. (Published By University of Alabama Libraries

Juan of many: an interpretive biography of an English learner and his journey through literacy

Research findings state that ELs (English Learners) are an ever growing population of learners in the American education system that continue struggle in school (Verdugo, 2006). This study is an interpretive biography of Juan, an EL student, and his journey in Southern American schooling. Chronicling his first days of elementary school and following him into high school, the research looks closely at Juan's state of illiteracy, both the successes and barriers he encountered. As Juan's tale unfolds in a narrative style, a stream of consciousness story-telling approach is used wherein the researcher looked not only at Juan's life, but takes a holistic research approach to Juan's education and schooling. Looking into various sociocultural aspects that influenced his past, the researcher interviewed Juan's parents, teachers, administrators, community members, and Juan himself. Data were collected over a six month span of time. Data from interviews and educational documents in Juan's past detail what teachers did when educating Juan. The research at times critically examines the politics of Southern culture, the small town mentality of immigration, and a school board influenced by that very same southern culture that seems to produce white flight. Touching on sensitive topics such as lingering racisms in the South, immigration, and illiteracy, this small scale study and its findings on Juan's issues in school, may point to large scale problems in U.S. education. (Published By University of Alabama Libraries

A case study of how and if a professional development program builds teachers' TPACK model of instruction

The purpose of this case study was to examine the technology professional development experiences of three teachers, to explore their decisions regarding the classroom integration of technology, and to determine if the technology integration met the TPACK model of instruction. The case study design utilized guided interviews, observations, documents, and fieldnotes. From this process, the researcher was able to gain a greater understanding of the decisions made by the teachers regarding technology integration into their classroom curriculum and lessons. The findings of the study indicated that two of the three teachers integrated technology into their classroom lessons meeting a TPACK model of instruction. The discussion reveals the decisions the study participants made regarding the inclusion of technology, their perceptions of professional development, and why they did or did not meet the TPACK model of instruction. (Published By University of Alabama Libraries