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"Morrell, Patricia D"
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Indonesian science teacher educators' perceptions of their professional roles in teaching and research
In the early 2000s, Indonesia's shift from teacher education institutes to universities brought about a profound change in the role of Teacher Educators (TEs), making their environment more research-focused. This exploratory study examines science teacher educators (STEs) who transitioned from teacher education institutes to universities, juggling both teaching and research in their professional roles. The sample was 73 STEs from a prominent Indonesian university known for its expertise in teacher education. Data were collected through an online survey. Using self-determination theory as an analytical framework, the findings reveal that STEs' postgraduate backgrounds and their fields (education and science) influence their role perceptions. Despite the multifaceted responsibilities in universities, educational backgrounds still shape their priorities. For example, those from teaching backgrounds prioritize teaching, while those with science backgrounds prioritize research. Individual competence also plays a role, as STEs rely more on personal professional development efforts than institutional support. This study sheds light on STEs' role perceptions, impacting science teacher preparation by focusing on their teaching practices and advancements in science education through research.
Journal Article
Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment
Funding from the Robert Noyce Teacher Scholarship Program supports the University of Portland Noyce Scholars and Interns Program (University of Portland Noyce Program). This study examined the first 3 years of the University of Portland Noyce Program to determine its effectiveness in attracting science, technology, engineering, and mathematics (STEM) majors to the teaching profession, using surveys and focus group interviews. The internship portion of the program, which sponsors a summer experience, was successful in opening the eyes of the interns to the teaching profession. Only one of the interns went on to enroll in the MAT program; others expressed an interest in teaching in some form: as an outreach volunteer, in higher education, or down the road as a second career. In terms of actual change in career pathways, however, the internship program was not an effective use of Noyce funding. Over the past 3 years, 16 students have completed the scholars portion of the University of Portland Noyce Program. All scholars indicated the Noyce grant funds influenced their decision to become a teacher but to differing degrees. All scholars who completed the program currently teach in highneed schools. The Robert Noyce Teacher Scholarship Program does appear to assist in transitioning those with an undergraduate STEM background into the teaching profession.
Journal Article
A Few of Our Favorite Things
We are all familiar with the expression \"teachers' bag of tricks.\" It is fairly easy for K-12 teachers to do a quick web search, scan library shelves, and browse through journals to provide them with numerous lessons and ideas to keep their bags filled. Science teacher educators need to not only provide preservice teachers with resources to help them fill their \"bags,\" but also include crucial theory and pedagogy; what constitutes \"minds on\" lessons, not merely \"hands on\" activities.
eBook
An Extended Examination of Preservice Elementary Teachers' Science Teaching Self-Efficacy
The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self‐efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self‐efficacy. The Science Teaching Efficacy Belief Instrument Form B was administered, using a pre/post design, to undergraduate elementary education majors in specific education and science content courses. A total of 399 responses were collected, of which 172 had matching pre/post surveys suitable for analysis. Students in the science content courses and student teaching seminar showed no significant change in either the Personal Science Teaching Efficacy (PSTE) or the Science Teaching Outcome Expectancy scales during the time they were enrolled in the classes. Significant gains in PSTE were found for students enrolled in the science methods course. The specific design of the education program and methods course may be responsible for these changes.
Journal Article
Fungi: Strongmen of the Underground
Presents an activity that stresses the role of fungi and decomposers, highlights the rapidity by which they complete this process, and allows students to experiment with ways to control the rate of decomposition. (CCM)
Journal Article
Reform Teaching Strategies Used by Student Teachers
The purposes of this study were to observe the teaching practices occurring in student teachers' science and mathematics K‐12 classrooms, compare the student teachers' perceptions of their teaching with what was actually occurring in their classrooms, and determine which college faculty members and courses these student teachers felt contributed to the teaching methods they used. Data on each student teacher were gathered via field notes of three classes, an observation protocol completed after each lesson, and an interview. Composites were written for each of the students. The total data set of all composites was examined to see if any patterns generalizable to the whole were evident. Differences between and among grade levels and content areas surfaced and are discussed.
Journal Article
Cognitive Impact of a Grade School Field Trip
The purposes of this study were to design and conduct a three-hour field experience for third and fourth graders on forestry and forest products and to determine the cognitive effects of participation in this field trip on the children. Approximately 700 third and fourth graders participated, these students were tested prior to the field experience, posttested within a week following the trip, and tested again three months after the field experience. Significant differences (p<.05) were found between the pre-and posttests. There was less than a half-point loss in mean scores after retesting three months later. Students not only increased their knowledge after participating in this experience, but they retained that knowledge. Possible reasons for these cognitive gains are offered and discussed.
Journal Article
Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses
This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform‐oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform‐based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K‐16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K‐12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon‐Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform‐oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform‐based instructional methodology.
Journal Article