Measuring preparedness to teach with ICT

In this paper we discuss the development and implementation of a questionnaire that measures preparedness to teach secondary school science with information and communication technologies (leT). The questionnaire was designed for the purpose of evaluating the effectiveness of instruction in a science education unit in a Graduate Diploma teacher education course. Rasch analysis of the pre- and post-unit responses indicated domains of expertise for which students perceived they had improved their knowledge during the unit, and domains for which they perceived they were less knowledgeable after the unit than before it. We discuss students\u27 responses in relation to the unit, and report the technical decisions that we \u27made as part of the analysis. The questionnaire could be adapted easily to suit preservice teacher education in disciplines other than science

The hetZ Gene Regulates Heterocyst Formation in Anabaena sp. strain PCC 7120

To form a complex multicellular organism, stem cells must differentiate into each cell/tissue type along proper spatiotemporal scales. The study of differentiation and organismal development has historically been conducted in prokaryotes due to their genetic and morphological simplicity. Anabaena sp. strain PCC 7120 is a multicellular filamentous cyanobacterium that differentiates a morphologically distinct secondary cell type, the heterocyst, in response to a lack of combined environmental nitrogen. Heterocysts are regularly spaced along filaments and fix atmospheric dinitrogen to maintain organismal viability in its absence. Previous work suggested that the hetZ gene is involved in heterocyst differentiation, but the insertional mutants created produced inconsistent phenotypes, so a specific role was not assigned. In this work, a clean hetZ mutant incapable of heterocyst differentiation was generated and the mutation was complemented with the reintroduction of hetZ alone. Overexpression of hetZ bypassed a mutation of hetR, the master regulator of heterocyst differentiation that controls biological pattern formation, but not a mutation of hetP, a regulator of commitment to a differentiated cell fate, which places hetZ roughly between these processes. A protein-protein interaction study showed that HetZ interacts with both HetR and itself. Assessment of transcriptional fusions between the hetZ, hetR, hetP, and patS (an inhibitor of HetR) promoter regions and GFP, and overexpression of HetR in a hetZ mutant resulted in the differentiation of heterocyst-like cells, together indicated that HetZ may act in concert with HetR as an early regulator of development. Taken together, these data describe a non-linear pathway of regulation leading to heterocyst development governed by both HetR and HetZ

Measuring preparedness to teach with ICT

In this paper we discuss the development and implementation of a questionnaire that measures preparedness to teach secondary school science with information and communication technologies (leT). The questionnaire was designed for the purpose of evaluating the effectiveness of instruction in a science education unit in a Graduate Diploma teacher education course. Rasch analysis of the pre- and post-unit responses indicated domains of expertise for which students perceived they had improved their knowledge during the unit, and domains for which they perceived they were less knowledgeable after the unit than before it. We discuss students\u27 responses in relation to the unit, and report the technical decisions that we \u27made as part of the analysis. The questionnaire could be adapted easily to suit preservice teacher education in disciplines other than science

I need another animated gif! : Instructional design trends of ICT teaching resources created by pre-service science teachers

In this paper, we present an examination of ICT resources created by pre-service science teachers. After a great deal of modelling, use and discussion regarding ICT materials, twenty-seven pre-service science teachers created ICT resources for use in lower secondary science classrooms. These resources were submitted in a number of formats and were designed with a variety of beliefs about instruction and interaction. Trends in the designs of the resources are reported in this paper and we point out possibilities for future study

Examining the Beliefs and Practices of Four Effective Australian Primary Science Teachers

With trends across many countries still indicating the decline of student interest in school science and diminishing numbers of students studying science beyond the compulsory years, it seems that the field remains in crisis. To address these unfortunate trends, there needs to be a greater emphasis on science education research that highlights the good news stories. For example, what are science teachers actually doing in their classrooms to increase student interest and understanding in science? This article focuses on the science teaching beliefs and practices of four Western Australian primary school teachers. The teachers were nominated by a professional colleague as effective practitioners. The study involved gathering information from classroom observations and teacher interviews to provide background information to assist in developing understandings of these teachers and their science teaching. This article reports on the initial findings drawn from Deanne A, Kate B, Lisa C and Rebecca D. Their practices were organised into the following six categories: classroom environment; conceptual knowledge and procedural skills; teaching strategies and approaches; student-specific considerations; teacher-specific considerations; and context-specific considerations. In examining the components contributing to these categories, it was evident that the teachers’ beliefs, as well as the contextual factors inherent in each classroom environment, influenced how and why they teach science in the ways they do

Perceptions and Pedagogy: Exploring the Beliefs and Practices of an Effective Primary Science Teacher.

Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practitioners by a professional colleague, entered into this research study. This \u27entry\u27 phase involved gathering information from classroom observations and teacher interviews to provide background information about the beliefs and practices of these teachers. This paper reports on the findings drawn from one teacher - \u27Deanne\u27

Information Communication Technology (ICT) integration in a science education unit for preservice science teachers; students\u27 perceptions of their ICT skills, knowledge and pedagogy

There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students\u27 perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students\u27 pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit