scholarly journals PATHWAYS – A Case of Large-Scale Implementation of Evidence-Based Practice in Scientific Inquiry-Based Science Education

2017 ◽  
Vol 6 (2) ◽  
pp. 8 ◽  
Author(s):  
Sotirou, Sofoklis ◽  
Bybee, Rodger W. ◽  
Franz X. Bogner
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Science Teachers ◽  
Large Scale ◽  
Teaching Practice ◽  
Empirical Support ◽  
Educational Systems ◽  
Inquiry Teaching ◽  
Bottom Up ◽  
Student Centered

The fundamental pioneering ideas about student-centered, inquiry-based learning initiatives are differing in Europe and the US. The latter had initiated various top-down schemes that have led to well-defined standards, while in Europe, with its some 50 independent educational systems, a wide variety of approaches has been evolved. In this present paper, we portray a European bottom-up initiative, “PATHWAY to Inquiry Based Science Education”, to define a basis for learning initiatives and to meet current challenges to access learning, to share knowledge and establish competences in learning communities. Our approach was designed to act as bottom-up catalyst by mobilizing teacher communities to (further) foster inquiry. Of a sample of 10.053 science teachers from 15 European countries (incl. Russia), about 5060 provided empirical support for our teachers’ professional development initiative. The response pattern portrayed teachers’ preferences and pointed to potential needs in professional development (PD) efforts. On average, our sample reported an altogether 11 years’ period of teaching practice in general but just 2-3 years of experience in inquiry-teaching. In the view of that, consequences for professional development (PD) initiatives are discussed.

scholarly journals Science Education Professional Development for Primary/Elementary Teachers: A tale of two systems

2018 ◽  
Vol 29 (2) ◽  
pp. 117-123
Author(s):  
Shawn E. Bell ◽  
◽  
Steven S. Sexton ◽  
Keyword(s):  
Professional Development ◽  
Science Education ◽  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
The United States ◽  
Educational Systems ◽  
Science Standards ◽  
Policy And Practice ◽  
Science Professional Development

This paper reports on the illuminatory and exploratory phase of a study into how two educational systems are interconnecting content, policy, and teaching practice into science professional development (PD). New Zealand implemented a new curriculum in 2007 for full implementation in 2010, which should have altered how science was delivered in primary classrooms. New Zealand, however, began limited PD in science education in 2012. The state of Arkansas in the United States of America endorsed the Next Generation Science Standards in 2015, adopted the new Arkansas K-4 Science Standards in 2016 and Years 5–8 in 2017. Arkansas, however, began its science PD in 2015. Through face-to-face discussions during PD sessions, this study investigated how the teachers were experiencing PD explicitly based on the interconnections of content, policy, and practice. The results of this first phase highlight how due to their participation in PD, teachers in both Arkansas and New Zealand are now talking about how they build on what their students’ know and have experienced. The implications of this research note teachers not only need both the time and opportunity to experience learning but also support as they then implement their new learning into their own classroom practice.

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

2014 ◽  
Vol 22 ◽  
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

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

scholarly journals Uma avaliação da percepção dos professores de ciências frente às políticas de avaliação e de responsabilização no brasil

2017 ◽  
Vol 1 (1) ◽  
pp. 149
Author(s):  
Alex Moura Sobrinho ◽  
Fernando Barradas Vessio ◽  
Elaine Becatti ◽  
Paulo Sergio Garcia
Keyword(s):  
Science Teachers ◽  
Large Scale ◽  
Educational Systems ◽  
Total Quality ◽  
Documentary Analysis ◽  
Economic Indexes ◽  
And Mathematics ◽  
Perception Group ◽  
The University ◽  
Teacher's Perception

Resumo: As concepções neoliberais das últimas décadas trouxeram reorganizações na gestão de políticas sociais, em geral, e de educação, em particular. Neste contexto surgiram políticas de privatização, de municipalização, de qualidade total, de avaliação em larga escala (ALE) e de responsabilização, entre outras. Essas duas últimas já estão bem difundidas no Brasil, causando limitações e consequências, mesmo que não intencionais, para o Ensino de Ciências, à medida que o foco dessas ALE está centrado nas áreas de Português e Matemática. Este estudo identifica e analisa a percepção de um grupo de professores de Ciências do Ensino Fundamental, ciclo final, sobre essas políticas de ALE na região do grande ABC Paulista, uma das áreas do Brasil que apresenta altos índices sociais e econômicos. Entrevistas e análise documental foram utilizadas para coletar dados em um estudo de caso com a participação de 49 professores, que expressaram suas percepções frente a esta situação posta. Os dados revelaram que a busca por melhores posições nos indicadores de desempenho em nível nacional, (IDEB), ou estadual (IDESP) têm induzido os sistemas educacionais e os gestores escolares a valorizarem mais as disciplinas de Português e Matemática, endereçando mais recursos a essas áreas, pois uma colocação adequada nesses indicadores significa que a escola será mais valorizada e reconhecida perante à comunidade. Esses resultados podem possibilitar reflexões entre as autoridades políticas e educacionais e entre os gestores escolares. Esses dados também podem ser utilizados no contexto da universidade, na formação inicial e continuada de docente.Palavras-chave: Políticas educacionais; Avaliação; Responsabilização; Professores de ciências. An evaluation of science teacher’s perception before the evaluation and responsibility policies in brazilAbstract: The neoliberal conceptions of the last decades have brought about reorganizations in the management of social policies, in general, and of education, in particular. In this context, privatization, municipalization, total quality, large-scale evaluation (LSA) and accountability policies emerged. These last two are already well-known in Brazil, causing limitations, and even unintentional consequences, for Science Teaching, as the focus of these LSA is centered in the areas of Portuguese and Mathematics. This study identifies and analyzes science teachers’ perception (group from Elementary School, final cycle), on these LSA policies in the region of the great ABC Paulista, one of the Brazilian areas that presents high social and economic indexes. Interviews and documentary analysis were used to collect data in a case study with Science teachers (N=49), who expressed their perceptions regarding this situation. The data revealed that the search for better positions in national (IDEB) or state (IDESP) performance indicators has induced educational systems and school managements to value much more Portuguese and Mathematics subjects, using (sending) more resources to these areas, since an adequate placement in these indicators means that school will be much more valued and recognized by its community. These results can enable reflections among political and educational authorities and school managers. These data can also be used in the context of the university, in pre and in-service teacher education.Keywords: Educational policies; Evaluation; Accountability; Science teachers. 

scholarly journals BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017

2019 ◽  
Vol 18 (5) ◽  
pp. 732-747
Author(s):  
Jianqiang Ye ◽  
Dimei Chen ◽  
Lingxin Kong
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Teacher Research ◽  
Teaching Practice ◽  
Web Of Science ◽  
The United States ◽  
Industrialized Countries

In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST. Keywords: science teacher research, bibliometric analyses, Web of Science.

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

scholarly journals Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

2020 ◽  
Vol 122 (2) ◽  
pp. 1-64
Author(s):  
Christian Fischer ◽  
Brandon Foster ◽  
Ayana Mccoy ◽  
Frances Lawrenz ◽  
Chris Dede ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Student Performance ◽  
Science Teachers ◽  
Curriculum Reform ◽  
Large Scale ◽  
The United States ◽  
High Stakes ◽  
Reform Implementation ◽  
School Teaching

Background Many students enter into postsecondary education without the preparation to face the demands of postsecondary coursework in science. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high-quality education and to become career and college ready. Purpose This study attempts to identify levers to increase student learning in secondary education. In particular, it examines relationships between school, teaching, teacher, and teacher professional development characteristics and student scores on high-stakes Advanced Placement (AP) examinations in the sciences. Setting This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (biology, chemistry, physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level datasets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure. Population This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research Design This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, the College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations with student achievement were analyzed through a multilevel ordered logistic regression analysis, separately by science discipline and year of the curriculum reform implementation. Afterwards, results were aggregated through a meta-analysis. Findings Even after controlling for student background variables, roughly 60% of the AP score variance could be explained at the teacher and school levels. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation—which has been a major focus of interventions—has a small, mixed impact on student achievement. Conclusion The identified levers for improving student achievement provide a strong rationale for the continued efforts of policymakers to improve school environments and to support science teachers, with the ultimate goal of improving student learning to help all students to be prepared for college and ready for their future careers.

Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2021 ◽  
pp. 191-224
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

scholarly journals Evaluating the effectiveness of a laboratory-based professional development program for science educators

2015 ◽  
Vol 39 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Michael W. Amolins ◽  
Cathy M. Ezrailson ◽  
David A. Pearce ◽  
Amy J. Elliott ◽  
Peter F. Vitiello
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Academic Success ◽  
Science Classroom ◽  
Rapid Development ◽  
Development Program ◽  
Subject Area ◽  
Professional Development Program ◽  
Student Centered ◽  
Science Educators

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

Sign in / Sign up

Export Citation Format

Share Document