Journal of Science Teacher Education (J Sci Teach Educ)

Publications in this journal

• Article: Letter from the Editors-in-Chief

  John R. Staver, Lynn A. Bryan
  Journal of Science Teacher Education 05/2012; 21(4):389-392.
• Article: The Relationship Between Preservice Early Childhood Teachers’ Cultural Values and their Perceptions of Scientists’ Cultural Values

  Valarie L. Akerson, Cary A. Buzzelli, Jennifer Eastwood
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  ABSTRACT: This paper describes research that compares preservice early childhood teachers’ cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) Adv Exp Soc Psychol 25:331–351) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11 domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality, and security). Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores the meaning of these results and provides implications for early childhood science teacher education. KeywordsEarly childhood-Cultural values-Preservice-Methods
  Journal of Science Teacher Education 05/2012; 21(2):205-214.
• Article: Power Dynamics and Questioning in Elementary Science Classrooms

  Lori A. Reinsvold, Kathryn F. Cochran
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  ABSTRACT: We describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. We focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. We relate the consequences of teacher use of power to the engagement of student with subject matter. Two classroom sessions were observed and teacher–student interactions audio recorded. Data were transcribed and a method was developed for analyzing teacher-student interactions, power dynamics, and types of questions asked. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter. The developed methods showed us the complexity of question and power dynamics in classroom discourse and have implications for professional development and research. KeywordsDiscourse–Questioning–Power–Subject matter
  Journal of Science Teacher Education 05/2012;
• Article: Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science

  Valarie L. Akerson, Cary A. Buzzelli, Jennifer L. Eastwood
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  ABSTRACT: This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time. We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and those they perceived scientists held the most informed conceptions of NOS. KeywordsEarly childhood–Preservice–Nature of science–Epistemology
  Journal of Science Teacher Education 05/2012; 23(2):133-157.
• Article: Teachers’ Willingness to Adopt Nature of Science Activities Following a Physical Science Professional Development

  Lisa A. Donnelly, Sean Argyle
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  ABSTRACT: The major science education reform documents emphasize the need for K-12 students to have a robust understanding of nature of science (NOS), and inservice teachers consequently need to develop their NOS teaching repertoires. This study investigated the extent to which science teachers were willing to adopt new strategies and activities for teaching NOS in their classrooms. The participants were 36 elementary, middle, and high school teachers who were completing a year-long physical science professional development (PD) that included NOS instruction. Data sources consisted of surveys (teachers’ NOS views, teaching practices), collected work, and responses to post-PD follow-up questions. The professional development course was successful in that teachers incorporated many of these strategies and activities into their own practice. This study also endeavored to identify factors that facilitated the adoption of these new approaches to teaching NOS. While personal characteristics such as pre- or post-PD NOS understandings, NOS gains, and grade level taught were not related to the number of NOS activities incorporated, teachers from suburban and rural schools were significantly more likely to implement NOS activities. KeywordsProfessional development–Nature of science–Middle school science teachers
  Journal of Science Teacher Education 05/2012; 22(6):475-490.
• Article: The Effective Research-Based Characteristics of Professional Development of the National Science Foundation’s GK-12 Program

  Peter C. Cormas, James P. Barufaldi
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  ABSTRACT: This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and “Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has real world application.” KeywordsGraduate study–Professional development–Fellowships–Scientists–Science programs–Partnerships
  Journal of Science Teacher Education 05/2012; 22(3):255-272.
• Article: Re-Examining the Similarities Between Teacher and Student Conceptions About Physical Science

  Jacob N. Burgoon, Mandy L. Heddle, Emilio Duran
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  ABSTRACT: There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature that were similar to common student misconceptions. Suggestions for improving science professional development programs are discussed. KeywordsScience misconceptions–Teacher misconceptions–Professional development–Teacher content knowledge–Physical science
  Journal of Science Teacher Education 05/2012; 22(2):101-114.
• Article: Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study

  Amanda M. Gunning, Felicia Moore Mensah
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  ABSTRACT: This study examines the self-efficacy of one preservice elementary school teacher (Kasey) during and after her participation in Science in Childhood Education—a 16-week, elementary preservice science methods course. The case study of this teacher is situated in the context of the class as a whole. This is accomplished through interviewing the one teacher and examining artifacts and observations of the entire class. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail. Because self efficacy is influential to student learning, the results of this study have significant implications for the design of elementary teacher education programs and the support of elementary teachers in teaching science.
  Journal of Science Teacher Education 05/2012; 22(2):171-185.
• Article: Beliefs, Practices, and Reflection: Exploring a Science Teacher’s Classroom Assessment Through the Assessment Triangle Model

  Edward G. Lyon
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  ABSTRACT: This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework while conducting future research and supporting science teachers in assessing student learning. KeywordsClassroom assessment–Teacher beliefs–Assessment practices–Qualitative methods
  Journal of Science Teacher Education 05/2012; 22(5):417-435.
• Article: Exploring a Model of Situated Professional Development: Impact on Classroom Practice

  Jonathan Singer, Christine Lotter, Robert Feller, Harry Gates
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  ABSTRACT: A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004; Schneider et al. in J Res Sci Teach 42:283–312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment. KeywordsProfessional development–Middle school–Inquiry–Controlled practice
  Journal of Science Teacher Education 05/2012; 22(3):203-227.
• Article: Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science

  Cory T. Forbes
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  ABSTRACT: In this nested mixed methods study I investigate factors influencing preservice elementary teachers’ adaptation of science curriculum materials to better support students’ engagement in science as inquiry. Analyses focus on two ‘reflective teaching assignments’ completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which they were asked to adapt existing science curriculum materials to plan and enact inquiry-based science lessons in elementary classrooms. Data analysis involved regression modeling of artifacts associated with these lessons, as well as in-depth, semester-long case studies of six of these preservice teachers. Results suggest that features of the existing science curriculum materials, including measures of how inquiry-based they were, have a relatively small influence on the preservice teachers’ curricular adaptations, while teacher-specific variables account for a much greater percentage of the variance. Evidence from the case studies illustrates the critical impact of the preservice teachers’ field placement contexts as an explanatory, teacher-specific factor in their curricular adaptations. These findings have important implications for science teacher educators and science curriculum developers, in terms of not only better understanding how preservice teachers engage with curriculum materials, but also how programmatic features of teacher education programs influence their ability to do so. KeywordsElementary–Science–Inquiry–Curriculum materials
  Journal of Science Teacher Education 05/2012;
• Article: Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers

  Julie A. Luft, Sissy S. Wong, Steve Semken
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  ABSTRACT: The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. This paper is our effort to initiate this discussion and to focus on secondary science teachers. We begin by suggesting why recruitment is important and explore related research. We then suggest a comprehensive and strategic orientation towards recruitment that serves as a mechanism to examine current practices in the field. In presenting this position paper, we hope that science teacher educators will contemplate their own recruitment practices and begin discussing the recruitment process more openly with one another. KeywordsRecruitment–Secondary science teachers–Science teacher education
  Journal of Science Teacher Education 05/2012; 22(5):459-474.
• Article: Applying a Cognitive-Affective Model of Conceptual Change to Professional Development

  Ellen K. Ebert, Kent J. Crippen
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  ABSTRACT: This study evaluated Gregoire’s (2003) Cognitive–Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project set in a large school district in the southwestern United States. A multiple case study method with data from three teacher participants was used to understand the process of integrating and applying a reform message of inquiry based science teaching. Data sources included: responses to example teaching scenarios, reflective essays, lesson plans, classroom observations, and action research projects. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message. When the reform message was communicated in such a way as to initiate stress appraisal, conceptual change occurred, producing changes in classroom practice. If the reform message did not initiate stress appraisal, teachers rejected the professional development message and developed heuristic responses. In order to further research and improve practice, propositions for assessments related to the CAMCC are provided. KeywordsConceptual change-Professional development
  Journal of Science Teacher Education 05/2012; 21(3):371-388.
• Article: Elementary Science Students’ Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom

  Andrea R. Milner, Mark A. Templin, Charlene M. Czerniak
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  ABSTRACT: The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory and a traditional science classroom on elementary students’ motivation and learning strategy use. The Constructivist Teaching Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except for learning strategies at Post 1. A 2×4 between 3 within repeated measure ANOVA determined that student MSLQ motivation and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset to their science study; however, students do appreciate and value working in the learning environment that the regular classroom provides. KeywordsMotivation–Learning strategy use–Constructivism–Laboratory–Classroom contextual factors–Elementary science education
  Journal of Science Teacher Education 05/2012; 22(2):151-170.
• Article: Repositioning Teacher Action Research in Science Teacher Education

  Brenda M. Capobianco, Allan Feldman
  Journal of Science Teacher Education 05/2012; 21(8):909-915.
• Article: Mediators of a Preservice Teacher’s Use of the Inquiry-Application Instructional Model

  Kristin L. Gunckel
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  ABSTRACT: This paper reports on one preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher’s planned and enacted instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher’s use of the I-AIM included her approach to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding the mediators of preservice teachers’ uses of instructional models can inform teacher educators’ approaches to supporting preservice teachers in using instructional models for organizing science instructional sequences. KeywordsInstructional models–Elementary preservice teachers–Science methods course
  Journal of Science Teacher Education 05/2012; 22(1):79-100.
• Article: Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

  Loretta D. Asay, MaryKay Orgill
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  ABSTRACT: In order to provide a picture of how inquiry is practiced in everyday science classrooms, the articles published in The Science Teacher from 1998 to 2007 were analyzed for explicit evidence of features of inquiry. Inquiry was operationally defined by the essential features detailed in Inquiry and the National Science Education Standards (NRC 2000). Few articles described full inquiry. Gathering and analyzing evidence were significantly more prominent than the other features of inquiry, which were present in less than 25% of the articles. This pattern may be related to teachers’ viewing inquiry more as a process than as a vehicle for learning science content. Each feature found was also rated for whether it was student- or teacher-directed. Most activities were teacher-directed.
  Journal of Science Teacher Education 05/2012; 21(1):57-79.
• Article: Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

  Ron Wagler
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  ABSTRACT: The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers. KeywordsPreservice elementary teachers-National science education standards-Scientific inquiry teaching-Case narratives
  Journal of Science Teacher Education 05/2012; 21(2):215-226.
• Article: K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics

  Louis S. Nadelson, Sandra Nadelson
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  ABSTRACT: Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the perceptions and beliefs about evolution of educators who had completed a science and mathematics education master’s degree. Our quantitative and qualitative data indicate some participants did not feel prepared or responsible for teaching evolution content. The discussion of our study results and implications was done in the context of achieving science learning standards.
  Journal of Science Teacher Education 05/2012; 21(7):843-858.