Examining the Impact of an Experiential Learning Special Education Course on Pre-Service Science Teachers’ Perceptions About Inclusive Science Education

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

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Cogenerative Dialogue: Developing Biology Learning Accommodations for Students with Disabilities

World Journal of Educational Research ◽

10.22158/wjer.v3n1p97 ◽

2016 ◽

Vol 3 (1) ◽

pp. 97

Author(s):

Edward Lehner

Keyword(s):

New York ◽

Special Education ◽

Science Education ◽

Students With Disabilities ◽

Science Teachers ◽

Universal Design For Learning ◽

Cogenerative Dialogue ◽

Learning Space ◽

Design For Learning ◽

Biology Curriculum

<p><em>A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed co-generative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in several New York City special education classrooms. This ethnographic work presents a case study where teachers and a student used co-generative dialogue to develop learning accommodations which conformed to the principles of UDL. This research demonstrates how co-generative dialogue can provide biology teachers and special education co-teachers with an opportunity to collaborate with students to create learning accommodations that connect to the broader biology curriculum. </em></p>

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Inquiry and Chain Reaction in Slovakia

Comparative Perspectives on Inquiry-Based Science Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5439-4.ch010 ◽

2019 ◽

pp. 157-167

Author(s):

Janka Raganova ◽

Stanislav Holec ◽

Martin Hruska ◽

Miriam Spodniakova Pfefferova

Keyword(s):

Science Education ◽

Science Teachers ◽

Secondary School Students ◽

Time Pressure ◽

Chain Reaction ◽

School Students ◽

Teacher Trainees ◽

Science Projects ◽

Training Courses ◽

The Impact

The chapter presents how the Chain Reaction project was implemented in the context of science education in Slovakia. The educational reform highlighted inquiry as a leading approach in science education. But teachers were not prepared for implementation of such approaches. There was a lack of resources and a strong time pressure caused by a reduced number of science subjects lessons. Students' motivation to do and to study science was weak. Thus, the project team from Matej Bel University Banska Bystrica concentrated on two main issues: gaining teachers' engagement in non-traditional ways of science subjects teaching and motivating students to put their effort into inquiry-based science projects. The main problems connected with delivery of the Chain Reaction approaches in Slovak schools are discussed and the impact on secondary school students, science teachers, and teacher trainees is demonstrated. The developed pre- and in-service teacher training courses will serve as a tool of sustainability of the inquiry-based approaches in science education in Slovakia.

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Post-primary science teachers' perceptions of primary science education

Research in Science Education ◽

10.1007/bf02357052 ◽

1993 ◽

Vol 23 (1) ◽

pp. 118-125 ◽

Cited By ~ 1

Author(s):

Bruce Jeans ◽

Ian Farnsworth

Keyword(s):

Science Education ◽

Science Teachers ◽

Primary Science ◽

Primary Science Education ◽

Teachers Perceptions

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Critical appraisal of health claims: science teachers’ perceptions and practices

Health Education ◽

10.1108/he-04-2015-0016 ◽

2016 ◽

Vol 116 (5) ◽

pp. 449-466 ◽

Cited By ~ 4

Author(s):

Lena Nordheim ◽

Kjell Sverre Pettersen ◽

Signe Flottorp ◽

Esther Hjälmhult

Keyword(s):

Science Education ◽

Health Education ◽

Science Teachers ◽

Critical Appraisal ◽

Comparative Method ◽

Health Claims ◽

Main Theme ◽

Content Type ◽

Teachers Perceptions ◽

Critical Appraisal Skills

Purpose – Critical appraisal skills are necessary to navigate the numerous contradictory and pseudo-scientific claims in the popular media. Health and science education in schools is essential for promoting these skills in students. The purpose of this paper is to explore lower secondary school science teachers’ perceptions and reported practices related to teaching critical appraisal of health claims. Design/methodology/approach – Interpretive description strategy guided the study process. A purposeful sample of 25 Norwegian teachers was interviewed individually or in groups. Interviews were analysed using the constant comparative method. Findings – One main theme, “unexploited opportunities for teaching critical appraisal”, and three sub-themes were identified: “inattentive to the relevance of critical appraisal”, “prioritise facts over critical appraisal”, “limited competency in critical appraisal”. Teachers’ descriptions of science sessions devoted to health education uncovered important opportunities for teaching critical appraisal of health claims. However, teachers did not appear to seize opportunities because they seemed inattentive to the relevance of teaching critical appraisal, they reported to prioritise teaching health content knowledge, and teachers themselves revealed limited expertise in assessing health claims critically. Practical implications – The findings suggest that science teachers need support to take better advantage of the links between health and science education to enhance students’ critical appraisal skills. Originality/value – This study adds depth to the understanding of issues and challenges faced by science teachers regarding critical appraisal of health claims, which is an important aspect of health education schools.

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