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Search Results for 'Science teachers' (Keyword)
104 items found 1 / 11 Go to page 
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1   |   From section Teacher Education Programs
Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
This study aimed to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. The findings revealed that microteaching sessions provided pre-service teachers experiences in a controlled and supportive environment. The microteaching process also provided vicarious experiences to the PSTs through observation of teaching performance of teammates and other participants. The a collaborative peer microteaching (Cope-M) process created a practice of discussion-based and supportive teaching to shift the PSTs’ teaching practice to a more robust understanding. Furthermore, the findings suggested that the level of self-efficacy beliefs toward science teaching were positively affected by the Cope-M and were affected slightly negatively after early field experiences.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
2   |   From section Instruction in Teacher Training
Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings
This study aimed to investigate the influence of an integrated experiential learning and action research project on preservice science teachers’ developing ideas about science teaching, learning, and action research itself. The data indicated that all participants gained enhanced understandings of children as diverse learners and the importance of prior knowledge in science learning. Shifts in thinking were observed for two of the in-depth case study students, while one, showed little change.
Publication Year: 2013    |    Updated in ITEC: February 26, 2017
3   |   From section Preservice Teachers
Authentic Science Apprenticeship for In-service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
This study aimed to explore professional development participants’ individual and collective experiences, thoughts, reflections and evolving beliefs, attitudes and knowledge within the context of a two-week summer research apprenticeship program for secondary science teachers. The findings reveal that four profiles of teachers emerged based on their type and level of involvement in the science laboratory in which they were placed. The analysis of data indicated that teachers from all four profiles enjoyed their laboratory experiences. Throughout their PD journey, participants, gained a better understanding of science as a discipline and its core practices, and in doing so gained an improved level of scientific literacy, which based on their own account, would impact their teaching.
Publication Year: 2014    |    Updated in ITEC: October 4, 2016
4   |   From section Instruction in Teacher Training
Preservice Science Teachers’ Uses of Inscriptions in Science Teaching
This study investigated preservice science teachers’ use of inscriptions in their peer teaching lessons. The results indicate that they used different kinds of inscriptions for a wide range of purposes, both pedagogical and normative, and the level of abstractness of inscriptions used varied across different science sub-disciplines. The finding demonstrated that preservice teachers have multiple purposes when using inscriptions and that their purposes differ from scientists’ purposes. Preservice teachers use inscriptions to help students conceptually understand science and to communicate students’ understanding of science for themselves and others. This study indicates that inscriptions and their relation to the discourse and practices of science are critically important as an area of emphasis in preparing preservice teachers.
Publication Year: 2013    |    Updated in ITEC: October 4, 2016
5   |   From section Preservice Teachers
The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge
The current study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. The findings revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning.
Publication Year: 2014    |    Updated in ITEC: May 4, 2016
6   |   From section Preservice Teachers
Secondary Preservice Teachers’ Development of Teaching Scientific Writing
The purpose of the study was to explore five science secondary preservice teachers’ intentions for teaching writing and their experience with the unit of study approach while writing a scientific genre. The study sought to understand how preservice teachers applied the unit of study in the field of science. The participants experienced the unit of study from the stance of a learner, with opportunities to reflect on the assignment from the stance of a teacher. This allowed them to learn more about scientific writing and to develop competence in an instructional approach they could utilize in their future teaching. This study suggests that preservice teachers need explicit conversations about their intentions for teaching writing. Teacher educators need to help preservice teachers view themselves as teachers with expert knowledge of how to write in science.
Publication Year: 2013    |    Updated in ITEC: April 14, 2016
7   |   From section Instruction in Teacher Training
Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore
This study aimed to explore the influence of Singapore teachers’ beliefs on enacting new curricular content. Furthermore, as an attempt to address the gap in learning study literature, the authors also wanted to explore how the teachers’ beliefs changed and in turn prepared them to deal with new curricular initiatives. The outcome of the analysis resulted in capturing three ways the participating teachers experienced their own learning: (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy; (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy; and (3) emergence of new understandings about new curricular content and science pedagogy.
Publication Year: 2013    |    Updated in ITEC: April 14, 2016
8   |   From section Theories & Approaches
Toward Understanding the Nature of a Partnership Between an Elementary Classroom Teacher and an Informal Science Educator
The purpose of this study was to examine the partnership and roles of an informal educator and a classroom teacher. The authors also sought to define this relationship in order to gain insight into the roles of each educator. In addition, this study explored student outcomes as a result of the partnership. Findings suggest that a partnership of only moderate commitment may be needed for students to learn from programs and that during the programs each educator hold distinct roles. Furthermore, the roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Consistent with previous examinations in science education of educator roles, the informal educator’s role was to provide the students with expertise and resources not readily available to them.
Publication Year: 2013    |    Updated in ITEC: March 24, 2016
9   |   From section Beginning Teachers
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity
In this article, the authors investigated how the informal science education (ISE) innovations in the elementary teacher education program affected the participants as they began their professional lives as classroom teachers of science. The authors found that the two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. Specifically, the affective benefits derived from the infusion of ISE contributed to developing how they came to see and enact reform-oriented science teaching practices.
Publication Year: 2013    |    Updated in ITEC: March 19, 2016
10   |   From section Theories & Approaches
Development of Teachers as Scientists in Research Experiences for Teachers Programs
This study explored how teachers’ functionality as scientists developed and aspects of their experiences that were important to their development as scientists. These results suggest that a teachers’ background before participating in a Research Experiences for Teachers program does not determine whether a teacher will reach high scientific functionality or not. Furthermore, teachers within the high science functionality group adjusted to open-ended environment, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, the low science functionality group did not have a true research project, primarily focused on teaching aspect, and did not display a transition of responsibilities.
Publication Year: 2014    |    Updated in ITEC: March 16, 2016
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