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Investigating Preservice Secondary Teachers’ Understanding and Enactment of the Standards-Based practices During Microteaching

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Journal for STEM Education Research 2024年第1期7卷 63-95页

作者： Menon, Deepika Cheng, Diana S. Ngugi, Rosetta W. Teaching Learning and Teacher Education Center for Science Mathematics and Computer Education University of Nebraska-Lincoln 840 N 14th Street Lincoln 68588-0233 NE United States Department of Mathematics Towson University 7800 York Road Towson 21252 MD United States Department of Physics Kennesaw State University 1000 Chastain Road Kennesaw 30144 GA United States

Reform efforts in K-12 science education have been gaining pace ever since the introduction of the Next Generation science Standards (NGSS). The new vision calls for reconsidering teacher preparation programs to prepare future teachers who are confident and competent in delivering NGSS-based instruction. This study investigated the development of 27 preservice secondary science and mathematics teachers’ (PSTs’) knowledge and skills as they understand, interpret, and implement the NGSS, particularly science and engineering practices (SEPs), within the context of microteaching during a STEM methods course. Primary data sources include 12 videos of 40-min-long microteaching lessons, self-reflections, semi-structured and focus-group interviews, and artifacts such as student-designed science lesson plans. This qualitative study utilizes deductive-inductive and thematic analysis approaches to analyze PSTs microteaching videos to understand how various SEPs were enacted and integrated within the science lessons. While the average duration of the occurrence of each SEP varied, SEP 1 (Asking questions) showed the least occurrence compared to other SEPs across lessons. Most PSTs reported a better understanding of the NGSS framework at the end of the semester and found it a useful tool for planning a science lesson. Implications for preservice secondary STEM teacher education programs are discussed. © 2023, The Author(s), under exclusive licence to Springer Nature Switzerland AG.

关键词： Microteaching Next Generation science Standards Preservice teacher education science and engineering practices Secondary STEM teachers

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Embracing the Game-Like Character of science and engineering Activities: A Perspective to Guide Teachers' Instructional Decisions

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JOURNAL OF science TEACHER EDUCATION 2023年第7期34卷 751-769页

作者： Pleasants, Jacob Univ Oklahoma Instruct Leadership & Acad Curriculum Norman OK USA Univ Oklahoma Instruct Leadership & Acad Curriculum 121 Collings Hall Norman OK 73019 USA

Recent science education reforms emphasize the goal of developing students' science and engineering practices. To foreground those practices during science instruction, teachers need conceptual tools to guide their instructional decision-making. In this conceptual paper, I propose that thinking about science and engineering activities as educative games provides a useful model for designing productive educational experiences. Central to this argument is a recognition of the ways that games allow learners to experience and cultivate new forms of agency-including those aligned with the practice of science and engineering. When immersed in a game, a student/player pursues clearly defined goals using a limited set of available actions, and in doing so they act out and experience a form of agency that they might not otherwise have been able to access. Viewed in this way, science and engineering activities can be analyzed and evaluated with respect to the forms of agency that they cultivate in students, including the extent to which those forms of agency are consistent with those of science and engineering. In addition to presenting this way of thinking about science and engineering activities, this paper proposes a practical model to assist teachers in analyzing and designing science and engineering learning activities.

关键词： Instructional design science and engineering practices science teacher education

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Learning science through a collaborative invention project in primary school

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Disciplinary and Interdisciplinary science Education Research 2023年第1期5卷 6页

作者： Sormunen, Kati Vehmaa, Saara Seitamaa-Hakkarainen, Pirita Lavonen, Jari Hakkarainen, Kai Juuti, Kalle Faculty of Educational Sciences University of Helsinki Helsinki Finland Pyhtään Kunta Finland Department of Childhood Education and Centre for Education Practice Research University of Johannesburg Soweto South Africa

The study examines students’ disciplinary learning in physics and interdisciplinary science learning opportunities that students encounter during a collaborative invention project. Thirteen student teams (aged 11 to 12, N = 46) designed and constructed a prototype of a technology invention meant to solve one of the challenges students face in daily life. The data was collected from a physics achievement test taken both before and after the invention project and artifacts (student essays and process portfolios) that students constructed during the project. Seven inventions were categorized as physics-intensive and six as non-physics in nature. The change in students’ achievement prior to and after the invention project was rather modest, and the increase was related to the level of physics-intensity of the inventions made during the project. However, the process portfolios revealed various interdisciplinary science learning opportunities and physics learning that could not be identified with the achievement test. Further, the co-occurrence analysis revealed several interdisciplinary learning opportunities that connected physics contents to the interdisciplinary themes. Working with varied materials and technologies and experimenting with them enabled the students to ponder different science topics and perhaps deepen their understanding through creative problem-solving. We conclude that such collaborative invention projects challenge teachers to take an active role in designing invention challenges so as to more explicitly interlink students’ invention processes with science learning. In order to foster students’ science learning opportunities, teachers should intensively evaluate each student-team’s learning throughout the project and use portfolios to reflect on and scaffold their science learning systematically. © The Author(s) 2023.

关键词： Elementary-level education Invention pedagogy Learning by making Physics learning science and engineering practices science learning

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A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS-aligned science, engineering, and computer science unit

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science EDUCATION 2023年第4期107卷 853-883页

作者： Lilly, Sarah McAlister, Anne M. M. Fick, Sarah J. J. Chiu, Jennifer L. L. Univ Virginia Curriculum & Instruct Charlottesville VA 22904 USA SUNY Buffalo Dept Engn Educ Buffalo NY USA Washington State Univ Teaching & Learning Pullman WA USA

Elementary teachers are tasked with the challenge of implementing Next Generation science Standards-aligned projects that integrate science, technology, engineering, mathematics, and computer science (STEM + CS) in a variety of classroom contexts. This study investigates how teachers verbally support students in two classrooms, one general education class and one inclusive class with a larger proportion of students with individualized educational plans, to engage in a Next Generation science Standards-aligned, STEM + CS unit. Teachers' verbal support for students to understand how (pragmatic) and when and why (epistemic) to use practices was examined during whole-class discussions for a 4-week unit in science, engineering, and computer science-focused lessons. Bi-weekly teacher surveys and weekly teacher interviews provided insight into the teachers' perceptions of students and project activities in each class section. Teachers reported instructional decisions to modify their enactment of the interdisciplinary curricular materials for the Inclusive Class and discussed their rationales for these modifications. Results suggest that instructional decisions that teachers made in how to verbally support students may depend upon their own knowledge of the different disciplines being integrated, their prior beliefs of students in different classroom contexts, and their in-the-moment perceptions of student needs. These factors may have led to different learning experiences for the students in each class section. Findings underscore the need for more research to better understand what kinds of support students and teachers need to be able to integrate engineering, science, and computer science content and practices within their elementary classrooms and provide equitable learning opportunities for all students.

关键词： computational thinking engineering epistemic science science and engineering practices verbal support

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A Framework for the Design and Development of Adaptive Agent-Based Simulations to Explore Student Thinking and Performance in K-20 science 1

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4th International Conference on Adaptive Instructional Systems Held as Part of the 24th International Conference on Human-Computer Interaction (HCII)

作者： Kinner, Tyler Whitaker, Elizabeth T. Georgia Tech Res Inst Atlanta GA 30332 USA

ISBN: (数字)9783031058875

ISBN: (纸本)9783031058875;9783031058868

In this paper, we describe the design and development of an agent-based modeling and simulation framework to support adaptive science learning based on modeling and simulation using NetLogo. This exploration is informed by the need for new curricular resources aligned with the modern vision of science teaching and learning, as put forth by the National Research Council's Framework for K12 science Education [1]. This paper seeks to support the development of interactive, adaptive resources for science education that meet the 3-Dimensional expectations of science education described in the National Research Council's Framework. In addition to the primary focus on the student learning experience, the Framework for Agent-Based Adaptive Learning in science (FABALS) considers both the developer and practitioner perspectives. As such, the modeling and simulation development framework and modular procedures for facilitating the adaptive training were developed with technological, pedagogical, and curricular perspectives in mind.

关键词： science learning Modeling and simulation Agent-based modeling and simulation Curriculum Intelligent tutoring Representations science and engineering practices NGSS Develop and use models

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“Smart” greenhouses and pluridisciplinary spaces: supporting adolescents’ engagement and self-efficacy in computation across disciplines

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Disciplinary and Interdisciplinary science Education Research 2022年第1期4卷 1-15页

作者： Jackson, David W. Cheng, Yihong Meng, Qi Xu, Yang Boston College 140 Commonwealth Avenue Campion Hall #119A Chestnut Hill 02467 MA United States Shanghai Normal University No.100 Guilin Rd. Shanghai 200234 China

Educational designers are working to embed computation in required classes outside of computer science (CS) courses, to promote equitable access for all students. While many studies embed computation in one discipline, few include projects that substantively involve many disciplines. We conducted a mixed methods case study with a sequential design to explore adolescents’ self-efficacy and engagement in computational practices, along with practices in several disciplines of science and engineering. In partnership with two eighth-grade environmental science teachers in a culturally and linguistically diverse urban-ring city of the Northeast US, students (N = 199) worked in teams to design, assemble, and code for “smart”, or automated, miniature greenhouses. We report on successes in engagement, along with tensions in self-efficacy, namely relating to generality, social factors, and emotive sources. Specifically, we elaborate on tensions related to (1) engagement via fun and camaraderie vs. disaffection per anxiety and stress;(2) practices as sequential vs. simultaneous;(3) prior experience with coding vs. present application;and (4) disciplinary pre-conceptions vs. expansion. We conclude with implications for educational design of pluridisciplinary spaces, especially for those including computation, and which seek to leverage interest and engagement to develop self-efficacy. Also, we discuss how our study extends self-efficacy theory through its finer-grained analyses with more diverse participants. Ultimately, our work builds on and extends current educational designs for embedding computational practices in required, non-CS classes, a vital concern for adolescents’ present and future civic participation, in personal, social, and professional ways. © The Author(s) 2022.

关键词： Adolescents Computational practices Computational thinking Interest Pluridisciplinary science and engineering practices Self-efficacy Student engagement

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Unveiling the scientists and engineers in the Southern Appalachian community

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CULTURAL STUDIES OF science EDUCATION 2022年第4期17卷 1141-1158页

作者： Childers, G. Elz, Hannah Texas Tech Univ STEM Educ 3002 18th St Lubbock TX 79409 USA Univ North Georgia Coll Educ Dahlonega GA USA

This study explored and documented the science and engineering practices of older adults living in Southern Appalachia. Informed by the body of research related to lifelong learning, hobbies, Funds of Knowledge, and science and engineering practices, a descriptive case study was designed to interview four older adult individuals about their leisure, hobby, everyday activities as well as their perceptions of science and engineering. The findings of this study indicated that these individuals were involved in activities that required robust science and engineering skills and shared their learning with others in their community. As the Appalachian context is often described through a deficit model approach, documenting and celebrating the specific knowledge and skills of Appalachian adults and connecting these valued practices to the community context may support growth and sustainability of the region.

关键词： science and engineering practices Social Cultural Life-long learning

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Connecting student interests and questions with science learning goals through project-based storylines

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Disciplinary and Interdisciplinary science Education Research 2022年第1期4卷 1-27页

作者： Penuel, William R. Reiser, Brian J. McGill, Tara A. W. Novak, Michael Van Horne, Katie Orwig, Allysa Learning Sciences and Human Development Institute of Cognitive Science and School of Education University of Colorado Boulder 80309 CO United States Learning Sciences School of Education and Social Policy Northwestern University Evanston 60208-2610 IL United States Concolor Research FL United States Denver Public Schools Denver 80203 CO United States

In this conceptual paper, we describe the approach in storylines that builds on principles of project-based learning and focuses on supports for making science learning coherent from the students’ perspective. In storylines, students see their science work as addressing questions and problems their class has identified. We present design principles that guide the teaching and enactment of storyline units and explore the connections of these principles to ideas of project-based science. We illustrate how these design strategies are reflected in a high school biology unit co-developed by teachers and researchers. We present student artifacts that document the agency students take on in this work. We then summarize results from earlier studies examining students’ learning and perceptions of coherence of their learning experiences. © The Author(s) 2021.

关键词： Coherence Epistemic agency Interest Next Generation science Standards Project-based learning science and engineering practices Storylines

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Engaging Students in Waste-to-Energy Research Using Model Biodigesters

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The science Teacher 2024年第1期91卷 22-30页

作者： Elizabeth Vicario Rita Ortiz Kofi Acheaw Owusu Allan Feldman Kebreab Ghebremichael Sarina J. Ergas

Anaerobic digestion (AD) is a natural process whereby microorganisms break down organic material in the absence of oxygen. Biodigesters (sealed tanks where AD occurs) are complex ecological systems where different microorganisms work together to produce biogas (a mixture of methane and carbon dioxide). They are used to produce energy and fertilizers from organic wastes, such as food waste, crop residues, and animal manure. This article describes the use of simple model biodigesters, built from low-cost or repurposed materials, as a way to introduce students to physical and conceptual models while learning about resource recovery, waste management and sustainability. This article provides an overview of how teachers can implement this in their science classrooms to engage students in science and engineering practices (SEPs). When used in schools in Ghana and the US, students learned about AD, developed research questions, and built a model biodigester as a tool for scientific inquiry. They collected and analyzed data (e.g., daily biogas and methane production), and they interpreted their results to answer their research questions and make recommendations for local biodigester construction. More complete information about engaging students in authentic science using biodigesters is available on our website.

关键词： science and engineering practices authentic science Ghanaian science education anaerobic biodigesters science education science teaching environmental education

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From Windy Day Stories to Wind Farms of the Future: Leveraging Student Resources to Make Sense of Phenomena with Data Puzzles

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science Scope 2024年第2期47卷 25-33页

作者： Jonathan G. Griffith Melissa Braaten Ann Dubick Anne U. Gold

This article introduces the Data Puzzles instructional framework as a means to engage middle school students in the exploration of wind energy and its potential for future wind farm locations across the United States. By eliciting and leveraging student resources through an opening scenario that prompts personal experiences with wind, teachers can effectively connect students to abstract science phenomena and facilitate sensemaking. The Data Puzzles framework combines authentic scientific data sets with the Ambitious science Teaching pedagogical practices to support students in constructing knowledge and addressing contemporary phenomena.

关键词： Climate Change Phenomena Earth & Space science Environmental science General science Pedagogy Learning Progression Lesson Plans Curriculum Instructional Materials NGSS Three-Dimensional Learning Crosscutting Concepts Disciplinary Core Ideas science and engineering practices Inquiry

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