scholarly journals Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons

2021 ◽  
pp. 1-45
Author(s):  
Tang Wee Teo ◽  
Ching Yee Pua
Keyword(s):  
Science Teaching ◽  
Case Studies ◽  
Inclusive Education ◽  
Science Teachers ◽  
Elementary Science ◽  
Teaching Practice ◽  
Intervention Strategies ◽  
Pedagogical Practices ◽  
Definition Of ◽  
Teaching Situations

Abstract This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of ‘pedagogical practices’, a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered.

scholarly journals Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

2021 ◽  
Vol 3 (4) ◽  
pp. 710-731
Author(s):  
Tezcan Kartal ◽  
Irem Dilek
Keyword(s):  
Treatment Group ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Student Outcome ◽  
Control Group ◽  
Elementary Science Teachers ◽  
Science Teaching Efficacy

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.

scholarly journals CONCEPÇÕES DE PROFESSORES SOBRE FORMAÇÃO DOCENTE PARA A PRÁTICA DE ENSINO DE CIÊNCIAS

2018 ◽  
Vol 3 (2) ◽  
pp. 506-518
Author(s):  
Flávia Beatriz de Oliveira Silva ◽  
Luiz Sodré Neto ◽  
Thamara de Medeiros Azevedo
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Public Schools ◽  
Teacher Training ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Practice ◽  
Teaching Performance ◽  
Initial Formation ◽  
Professional Formation

Resumo: A formação docente para o Ensino de Ciências é imprescindível também pelos constantes avanços nesta área, que devem ser acompanhados pelos professores em formação e em atividade. Diante disso, o presente estudo objetivou investigar concepções de nove professores sobre aspectos das formações inicial e continuada que influenciam o trabalho em sala de aula. Para tanto, foi desenvolvida uma pesquisa qualitativa por meio de entrevistas com professores de Ciências de cinco escolas públicas na Paraíba. Os resultados indicaram que predomina entre professores uma visão de distanciamento entre formação inicial e continuada, cuja primeira é considerada como suficiente para a atuação em aula, enquanto a segunda é interpretada como uma complementação. Além disso, prevaleceu entre os professores a concepção de que a prática em sala de aula tem relevância equivalente ao curso de licenciatura para a atuação docente. Possivelmente, a prática é interpretada como forma de consolidar o que foi visto na formação inicial e uma justificativa para a ausência de continuidade na formação profissional. Propõe-se neste trabalho, portanto, que a formação docente seja vista como um processo permanente na qual os conhecimentos construídos no percurso das formações inicial e continuada sejam interdependentes.Palavras-chave: Ensino de ciências. Prática docente. Formação permanente Abstract: Teacher training for Science Teaching is also essential  due to constant advances in this area, which must be accompanied by the teachers in training and in activity. Thus, this work aimed to investigate teachers' conceptions about aspects of initial and continuing training that influence their work in the classroom. For that, a qualitative research was developed through interviews with science teachers from five public schools in Paraíba, Brazil. Results indicated a predominant idea of distance between initial and continued training, whose first is considered sufficient for the performance in class, while the last is interpreted as a complementation. In addition, it prevailed among teachers the conception that practice in the classroom and graduation course have an equal relevance to the teaching performance. Possibly, practice is interpreted as a way of consolidating what was learned in the initial formation and a justification for the lack of continuity in professional formation. It is proposed, therefore, that teacher education be seen as a permanent process in which the knowledges built during initial and continuing training be interdependent.Keywords: Science teaching. Teaching practice. Permanent training.

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>

Using Educational Computer Games for Science Teaching

2015 ◽  
pp. 345-357
Author(s):  
Ying-Tien Wu
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Computer Games ◽  
Elementary Science ◽  
Game Based Learning ◽  
Pedagogical Content ◽  
Educational Computer ◽  
Teachers Perspectives ◽  
Science Classes ◽  
Educational Computer Games

This study explored 21 elementary science teachers' experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers' perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.

scholarly journals O ensino de ciências para alunos com deficiência visual: identificando limites e possibilidades por meio de uma revisão sistemática da literatura

2021 ◽  
Vol 5 (2) ◽  
pp. 313-343
Author(s):  
Halanda de Matos Mariano ◽  
Geraldo Wellington Rocha Fernandes ◽  
Raquel Schwenck de Mello Vianna Soares
Keyword(s):  
Science Education ◽  
Visual Impairment ◽  
Science Teaching ◽  
Inclusive Education ◽  
Science Teachers ◽  
Low Vision ◽  
Visual Impairments ◽  
Vision Science ◽  
Discursive Analysis ◽  
Analysis Instrument

Resumo: Este trabalho tem o objetivo de caracterizar as pesquisas em ensino de Ciências referentes aos alunos com deficiência visual. Trata-se de uma pesquisa com abordagem qualitativa, através de uma revisão sistemática de trabalhos publicados em eventos nacionais e periódicos da área de ensino de Ciências com Qualis Capes A1/A2. O instrumento de análise dos dados foi a Análise Textual Discursiva (ATD). Os resultados foram divididos em duas partes. A primeira buscou caracterizar o levantamento bibliográfico dos trabalhos publicados em ensino de Ciências sobre alunos com deficiências visuais. A segunda parte caracteriza os limites e possibilidades sobre esta temática, através de quatro categorias emergentes: 1) Inclusão e o ensino de Ciências; 2) Formação de professores de Ciências e deficiência visual; 3) Construção, uso ou análise de materiais didáticos adaptados para alunos com deficiência visual no ensino de Ciências; e 4) Reflexões epistêmicas no ensino de Ciências para alunos com deficiência visual.Palavras-chave: Deficiência Visual; Baixa Visão; Ensino de Ciências; Educação Inclusiva. Science education for students with visual impairment: identifying limits and possibilities through a systematic literature reviewAbstract: This work aims to characterize research in science education related to students with visual impairment. This is a research with a qualitative approach, through a systematic review of works published in national events and journals in the field of science teaching with Qualis Capes A1/A2. The data analysis instrument was the Textual Discursive Analysis (TDA). The results were divided into two parts. The first sought to characterize the bibliographic survey of works published in science teaching about students with visual impairments. The second part characterizes the limits and possibilities on this theme, through four emerging categories: 1) Inclusion and the science teaching; 2) Training of science teachers and visual impairment; 3) Construction, use or analysis of didactic materials adapted for students with visual impairments in science teaching; and 4) Epistemic reflections on science teaching for visually impaired students.Keywords: Visual impairment; Low vision; Science education; Inclusive education. 

Using Educational Computer Games for Science Teaching

2013 ◽  
Vol 3 (4) ◽  
pp. 16-28
Author(s):  
Ying-Tien Wu
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Computer Games ◽  
Elementary Science ◽  
Game Based Learning ◽  
Pedagogical Content ◽  
Educational Computer ◽  
Teachers Perspectives ◽  
Science Classes ◽  
Educational Computer Games

This study explored 21 elementary science teachers’ experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers’ perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.

scholarly journals LEVEL OF PREPARATION AND TEACHER'S TRAINING REQUIREMENTS IN IMPLEMENTING THE HOTS IN SCIENCE TEACHING

2019 ◽  
pp. 42-54
Author(s):  
Norshuhada Jusoh ◽  
Kamisah Osman
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Measurement Model ◽  
Thinking Skills ◽  
Basic Knowledge ◽  
Survey Method ◽  
Training Requirements ◽  
Training Requirement ◽  
High Level

The purpose of this study is to identify the extent of readiness of national elementary science teachers in the Kuala Pilah District to apply the High Order Thinking Skills (HOTS) teaching as well as the level of HOTS-focused training needs in Science teaching. Quantitative research using the survey method and questionnaire as a research instrument. The sampling method was used to select respondents consisting of 124 National School Science teachers in Kuala Pilah District, Negeri Sembilan. The data were analyzed using Winstep 3.71.0.1 software with Rasch Measurement Model approach for the description of descriptive data. The Cronbach Alpha value obtained in the pilot study was 0.95. The findings showed that Science teachers had a high level of knowledge in HOTS (mean score = 3.85, min size +0.29). This data indicates that this Science teacher has a high level of readiness to embrace HOTS basic knowledge, KBAT pedagogy knowledge, KBAT item building, and KBAT assessment to be applied in the classroom. The analysis also shows the level of teacher training requirement applied HOTS as a whole at a high level (mean score = 4.21, mean size = -0.87). This finding concludes that Science teachers have had a high level of readiness to implement KBAT in teaching Science, but they also require training to empower existing domains.

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