Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology

This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.

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Digitalization and computational thinking in lower secondary science education using the example of paper chromatography

CHEMKON ◽

10.1002/ckon.202100002 ◽

2021 ◽

Author(s):

Thomas Kraska

Keyword(s):

Science Education ◽

Paper Chromatography ◽

Computational Thinking ◽

Secondary Science ◽

Secondary Science Education

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A case for examining pre-service teacher preparation for inquiry teaching science with technology

Research in Learning Technology ◽

10.3402/rlt.v22.21691 ◽

2014 ◽

Vol 22 ◽

Cited By ~ 2

Author(s):

Chris T. Shively ◽

Randy Yerrick

Keyword(s):

Educational Technology ◽

Science Education ◽

Teacher Preparation ◽

Science Teachers ◽

Learning Technology ◽

Inquiry Teaching ◽

Field Notes ◽

Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

Higher Education Studies ◽

10.5539/hes.v7n3p103 ◽

2017 ◽

Vol 7 (3) ◽

pp. 103

Author(s):

Fatma Sasmaz Oren

Keyword(s):

Science Teachers ◽

Research Data ◽

Service Science ◽

Teaching Skills ◽

Structured Interviews ◽

Science Courses ◽

Use Of Technology ◽

The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

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Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

10.26686/wgtn.17008291.v1 ◽

2021 ◽

Author(s):

◽

Hiria Stacey McRae

Keyword(s):

Science Education ◽

Student Engagement ◽

Learning Styles ◽

Science Teachers ◽

Teaching And Learning ◽

Local Environment ◽

Indigenous Communities ◽

School Science ◽

Secondary Science ◽

Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

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TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

Problems of Education in the 21st Century ◽

10.33225/pec/19.77.636 ◽

2019 ◽

Vol 77 (5) ◽

pp. 636-649

Author(s):

Valentina Piacentini ◽

Ana Raquel Simões ◽

Rui Marques Vieira

Keyword(s):

Science Education ◽

Foreign Language ◽

Science Teachers ◽

Science Studies ◽

Mother Tongue ◽

Integrated Learning ◽

Teacher Interviews ◽

Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

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