Science Teacher Learning

2011 ◽  
pp. 131-141
Author(s):  
John Loughran
Keyword(s):  
Science Teacher ◽  
Teacher Learning

Supporting Teacher Learning: Teachers Learning about Data Display: Connecting Mathematics and Science Inquiry

2008 ◽  
Vol 14 (6) ◽  
pp. 375-382
Author(s):  
Amy Roth McDuffie ◽  
Judith A. Morrison
Keyword(s):  
Science Teacher ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Science Inquiry ◽  
Mathematics Teacher Educator ◽  
Science Teacher Educators ◽  
Preservice Teacher Learning ◽  
Mathematics And Science

Collecting, analyzing, and displaying data provide rich opportunities to connect mathematics and science concepts. However, mathematics and science teacher educators rarely work together to design tasks that connect mathematics and science. In this article, we describe collaboration between a mathematics teacher educator and a science teacher educator that included the design of an inquiry-based project for preservice elementary teachers to draw on the natural connections of these disciplines. We also discuss preservice teacher learning outcomes from the project and present recommendations for teacher educators.

Science Teacher Learning Progressions

2011 ◽  
Vol 81 (4) ◽  
pp. 530-565 ◽  
Author(s):  
Rebecca M. Schneider ◽  
Kellie Plasman
Keyword(s):  
Science Teacher ◽  
Teacher Learning ◽  
Science Teachers ◽  
Teacher Educators ◽  
Learning Progressions ◽  
Pedagogical Content ◽  
Professional Programs ◽  
Unique Approach ◽  
Support Teacher

Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published between 1986 and 2010 relevant to science teacher learning and PCK was examined for what ways teachers’ knowledge becomes more developed and what appears to be the sequence. Analysis indicates that it is helpful for teachers to think about learners first, then to focus on teaching, and points out the essential role of reflection for teachers to rearrange their ideas in ways that develop their PCK. This review takes a unique approach to thinking about research on what science teachers learn and can support teacher educators in designing professional programs that support beginning and advanced learning for science teachers.

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