Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative

2021 ◽  
pp. 000-000
Author(s):  
Hilda Borko ◽  
Florencia Gomez Zaccarelli ◽  
Emily Reigh ◽  
Jonathan Osborne
Keyword(s):  
Professional Development ◽  
Elementary Science ◽  
Science Discourse ◽  
Teacher Facilitation

Zones of interaction: Differential access to elementary science discourse

2006 ◽  
Vol 43 (5) ◽  
pp. 443-466 ◽  
Author(s):  
Daniel P. Shepardson ◽  
Susan Jane Britsch
Keyword(s):  
Elementary Science ◽  
Science Discourse ◽  
Differential Access

scholarly journals Talking Science- It’s Not Elementary! Improving Elementary Pre-service Teacher Discourse Skills through a Scaffolded “Science Talks” Assignment

2017 ◽  
Vol 1 (2) ◽  
pp. 13-18
Author(s):  
Tammy Dutton Lee ◽  
Bonnie Glass
Keyword(s):  
Teacher Professional Development ◽  
Elementary Science ◽  
Elementary Classrooms ◽  
Teacher Education Programs ◽  
Teacher Discourse ◽  
Science Discourse ◽  
Potential Applications ◽  
Teacher Professional ◽  
Discourse Skills ◽  
Pre Service Teacher

Learning science requires communication between participants, however creating effective discourse for elementary classrooms has shown to be a difficult task. In this article, we highlight an assignment given to undergraduate elementary pre-service teachers concentrating in elementary science. Transcripts of elementary pre-service teachers’ (EPST) “Science Talks” have been reviewed and, over the course of three semesters of implementation, scaffolds have been put in place to provide EPSTs with strategies and tools necessary to better plan, implement, and evaluate science discourse. Initial findings, which point to the effectiveness of this assignment and the additional scaffolding, will be discussed. These findings have potential applications for teacher education programs as well as for in-service teacher professional development.

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

2012 ◽  
Vol 34 (6) ◽  
pp. 855-877 ◽  
Author(s):  
Dana Viorica Diaconu ◽  
Judy Radigan ◽  
Milijana Suskavcevic ◽  
Carolyn Nichol
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Elementary Science ◽  
Elementary Science Teachers ◽  
Teacher Professional ◽  
The Impact

scholarly journals Unlocking the Power of Inquiry: A Case Study on Elementary Science Professional Development Program

2018 ◽  
Vol 3 (1) ◽  
pp. 74-85
Author(s):  
Ramla Hozefa Poonawala
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Private School ◽  
Elementary Science ◽  
Group Discussion ◽  
Learning Experiences ◽  
Development Program ◽  
Science Professional Development ◽  
Workshop Intervention

This study examines the awareness of inquiry based teaching amongst elementary science teachers through a workshop intervention, conducted in a private school in Karachi, Pakistan. The case study design deployed, highlighted the learning experiences of 24 participants that took part in the professional development workshop. A qualitative survey was carried before the intervention followed by focus group discussion, document analysis and participant observations during and after the intervention. These methodologies were used to record participants learning experiences and awareness of essential features of inquiry based pedagogy. In addition to this, four primary science teachers were interviewed to examine the adoption of essential features of inquiry in their revised lesson plans. The findings of this study were that before the science training the participants were superficially aware of the fundamentals of inquiry based methods and techniques and knew its importance. However, the in-depth process knowledge and skills/strategies required for an effective inquiry was an identifiable shortcoming. The workshop provided learning opportunities to analyze phenomenon, think scientifically, engage in hands-on science activities. Because of the workshop, the participants demonstrated an improved understanding of what entails an inquiry process and features of scientific inquiry. This research should inspire and inform professional developers about gap in inquiry based science teachings. Furthermore, the study aims to motivate private schools in Pakistan to invest in inquiry based science teaching as a tangible long-term benefit which can translate into better teaching practitioner.

scholarly journals A Model for Professional Development in Elementary Science

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
David Davison ◽  
◽  
Kenneth Miller ◽  
Michael Scarlet
Keyword(s):  
Professional Development ◽  
Elementary Science

scholarly journals An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching

2016 ◽  
Vol 3 (1) ◽  
pp. 182
Author(s):  
Eric A. Worch ◽  
Emilio Duran ◽  
Lena B. Duran
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Development Program ◽  
Sixth Grade ◽  
Inquiry Science ◽  
Effective Teaching Strategies ◽  
Inquiry Science Teaching ◽  
Teachers Beliefs

<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms. The data suggest that the following aspects of the professional development model employed in the study enhanced the participants’ feelings of self-confidence, preparation, and excitement about teaching science to their students: 1) supplying teachers with content/background knowledge, 2) promoting positive experiences with inquiry, 3) providing a chance to implement inquiry lessons in the classroom, 4) facilitating collaboration, and 5) modeling effective teaching strategies. Follow-up studies will include quantitative analyses to further examine teachers’ beliefs, as well as to determine if their beliefs are sustained over time.</em></p>

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