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"Science methods courses"
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The flavor matrix : the art and science of pairing common ingredients to create extraordinary dishes
\"As an instructor at one of the world's top culinary schools, James Briscione thought he knew how to mix and match ingredients. Then he met IBMWatson. Working with the supercomputer to turn big data into delicious recipes, Briscione realized that he (like most chefs) knew next to nothing about why different foods taste good together. That epiphany launched him on a quest to understand the molecular basis of flavor--and it led, in time, to The Flavor Matrix, [an] ... ingredient-pairing guide\"-- Provided by publisher.
Book
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs
The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.
Journal Article
Teacher candidates’ views of future SSI instruction: a multiple case study
The instructional approach of incorporating socioscientific issues (SSI) into science teaching has been found to improve critical thinking and problem-solving skills among K-12 students. Preparation for how to facilitate SSI in the classroom, however, is limited, resulting in very few classrooms across the United States providing opportunities for K-12 students to grapple with these real-world problems. In this manuscript we compare the integration of socioscientific issues (SSI) within two different undergraduate course contexts: a science methods course that is part of an elementary educator preparation program and a science content course designed for secondary future educators. Through this comparison we aim to provide science education researchers and science teacher educators with empirical support related to how the delivery of SSI influences elementary to secondary teacher candidates’ views of SSI as they relate to student engagement, teacher effectiveness, and curricula. Leveraging a mixed methods case study approach, data from each course context were collected through Likert-type surveys and open-ended responses. Findings suggest exposure to SSI pedagogies in science methods and content courses influence teacher candidates’ views in different ways and we must consider field and course-based work occurring simultaneously while teacher candidates are learning about SSI-based instruction. Implications for this are discussed.
Journal Article
Preservice teachers perceptions about the use of blended learning in a science education methods course
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Journal Article
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile
In this review, the main characteristics of science teacher education in three countries in South America, namely Argentina, Chile and Colombia, are examined. Although reforms toward constructivist and inquiry-based teaching in science instruction have been made in each of the three reviewed countries, each country demonstrates limitations in the implementation of teacher education that aims at those objectives. None of these countries have rigorous selection criteria for candidates for science teacher education programs, although each has some type of certification or test requirement before entry into thePUBLIC education system is permitted. The three countries have similar teacher training programs, with instruction programs lasting between 4 and 5 years; programs entail both disciplinary instruction and pedagogical instruction that starts in the first year. Data from the three countries show that a high percentage of instruction in the training programs is devoted to general pedagogy with less instruction time devoted to specific preparation for teaching science. Disciplinary instruction accounts for nearly 50 % of the instruction program among secondary teachers. Training in other subjects such as nature of science, history of science and scientific inquiry is poorly developed. In general, there are few opportunities for research on practicum, as these opportunities tend to occur at the end of the training program. The generation of instruction standards by governments as well as the increase in the number of scholars dedicated to the investigation of science education and the education of science teachers suggests that some of these shortcomings could be remedied in the future.
Journal Article
Wonderings about Klaren: looking inward and outward on preparing teachers of science in a neoliberal society
In this paper, we reflect on Felicia Moore Mensah’s study, “Educating Klaren: Ideology in Teacher Education Impacting Teaching Black Students.” We grounded our reflections in our attempts to better understand the sociocultural perspectives of Klaren and Mensah. We also provide our insights on the importance of where science is situated in the preparation of elementary teacher candidates to work with Black children. Finally, within the context of Klaren’s experiences and Mensah’s interpretations of those experiences, we offer several sociocultural wonderings about those experiences and interpretations as they relate to science educators’ roles in preparing teachers to address neoliberalism in classrooms.
Journal Article
The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers' Self-Efficacy in Teaching Science as Inquiry
The purpose of this research is to examine the effect of a summer camp-based science methods course on elementary pre-service teachers' self-efficacy in teaching science as inquiry. The science camp was offered to K-6 students as part of the 4-week, 3-credit science teaching methods course over the summer. The preservice teachers were asked to teach camp children for two weeks for their practicum requirement. This study utilized a mixed-methods design using both qualitative and quantitative data collected with 55 participants over four years. The TSI (Teaching Science as Inquiry) was administered at the beginning and end of the course to estimate participants' self-efficacy. We only measured PSTEB (Personal Science Teaching Efficacy Belief) using 34 items out of the TSI to reduce test fatigue. We also conducted semi-structured interviews at the end of the course to investigate sources for their self-efficacy. The paired samples t-test of the pre- and post-course survey indicates that preservice teachers' self-efficacy in teaching science as inquiry increased significantly as a result of participating in the course (p < .001). Analysis of the interview data revealed eight main sources of self-efficacy and each one's relative significance compared to other sources. The findings of this study imply that the camp-based course increased pre-service teachers' self-efficacy by providing not only various mastery experiences, but also unique experiences that afforded reflection and mentoring, and drew camp participants' positive reactions. This study highlights the potential of informal science education settings as field experience sites especially for elementary science methods courses.
Journal Article
Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs
This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers' self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.
Journal Article
Student Teachers' Approaches to Teaching Biological Evolution
Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.
Journal Article
Developing Pre-service Teachers’ Capacity in Teaching Science with Technology Through Microteaching Lesson Study Approach
In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content knowledge through being engaged in a process of discussion, modeling, practice, and reflection. Based on the examination of teacher candidates' lesson plan assignments, observations of their microteaching performance, and their reflective journals, our study found that Microteaching Lesson Study in methods courses provides teacher candidates a great opportunity to learn how to teach with technology. Its significance lies in the opportunity of practice, collaborative refection, instant feedback, and learning from each other.
Journal Article