The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers' initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers' attempts to implement TEFA (extrinsic type I); circumstances that affect teachers' teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers' deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers' initial TEFA implementation.
In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning experiences similar to those explicated through the practice turn. We developed a questionnaire that consisted of 35 questions that were separated into four constructs. The questionnaire was determined to be internally consistent, with a high reliability estimate. Confirmatory factor analysis showed item clustering consistent with the research‐derived constructs indicative of a practice turn focus in science classrooms. Furthermore, early evidence from this pilot study is provided to reveal the ability of the questionnaire to detect student experiences that are differentiated at the teacher‐level. Based on the analyses completed, the questionnaire appears to be a needed and useful measure of student‐reported learning experiences that can provide an indication of students’ opportunity to learn in ways aligned to the most recent reforms in science education.
Background The coronavirus disease-2019 (COVID-19) pandemic has contributed to the change in the epidemiology of many infectious diseases. This study aimed to establish the pre-pandemic epidemiology of pediatric invasive bacterial infection (IBI). Methods A retrospective multicenter-based surveillance for pediatric IBIs has been maintained from 1996 to 2020 in Korea. IBIs caused by eight bacteria ( Streptococcus pneumoniae , Haemophilus influenzae , Neisseria meningitidis , Staphylococcus aureus , Streptococcus agalactiae , Streptococcus pyogenes , Listeria monocytogenes , and Salmonella species) in immunocompetent children > 3 months of age were collected at 29 centers. The annual trend in the proportion of IBIs by each pathogen was analyzed. Results A total of 2,195 episodes were identified during the 25-year period between 1996 and 2020. S. pneumoniae (42.4%), S. aureus (22.1%), and Salmonella species (21.0%) were common in children 3 to 59 months of age. In children ≥ 5 years of age, S. aureus (58.1%), followed by Salmonella species (14.8%) and S. pneumoniae (12.2%) were common. Excluding the year 2020, there was a trend toward a decrease in the relative proportions of S. pneumoniae (r s = −0.430, P = 0.036), H. influenzae (r s = −0.922, P < 0.001), while trend toward an increase in the relative proportion of S. aureus (r s = 0.850, P < 0.001), S. agalactiae (r s = 0.615, P = 0.001), and S. pyogenes (r s = 0.554, P = 0.005). Conclusion In the proportion of IBIs over a 24-year period between 1996 and 2019, we observed a decreasing trend for S. pneumoniae and H. influenzae and an increasing trend for S. aureus , S. agalactiae , and S. pyogenes in children > 3 months of age. These findings can be used as the baseline data to navigate the trend in the epidemiology of pediatric IBI in the post COVID-19 era.
Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This study examines the effects on eighth grade science teachers and their students in the context of a PD focused on the integration of information communication technologies and reformed science teaching practices. Findings from this investigation suggest that teachers who participated in PD for two years learned more about technology, improved their practice, and their students' achievement was significantly higher compared to teachers who participated in one year of the PD or non-participating peers. Science educators face multiple challenges as they attempt to deliver instruction in fundamentally different ways than what they experienced as learners. The delivery of this professional learning suggest that PD for science teachers should include educative learning experiences if understandings of reforms supported by research are to be realized. 430Volume 116 (8)
Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and research about students' interpretation of astronomical images has been scarcely conducted. In this study we probed college students' understanding of astronomical photographs and visual data about galaxies and spectra, and developed a set of concept questions based on their common misconceptions. The study was conducted mainly in three successive surveys: (i) open-ended questions looking for students' ideas and common misconceptions, (ii) combined multiple-choice and open-ended questions seeking to explore student reasoning and to improve concept questions for clickers, and (iii) a finalized version of the concept questions used to investigate the strength of each misconception among the students in introductory astronomy courses. This study reports on the procedures and the development of the concept questions with the investigated common misconceptions about galaxies and spectra. We also provide the set of developed questions for teachers and instructors seeking to implement in their classes for the purpose of formative assessment with the use of classroom response systems. These questions would help them recognize the gap between their teaching and students' understanding, and ultimately improve teaching of the concepts.
In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new pedagogical method, students observe objects or phenomena in photographs and use the information to develop understanding of the scientific concepts. They share their ideas in classroom discussion with the assistance of the CRS. Pre-and posttest results showed that the new pedagogy helped students overcome primitive conceptions and enhanced their understanding of the concepts. The observation of the rich details of photographs played three pedagogical roles in classroom discussion: easing students' anxiety about learning a new scientific concept; continuous stimulus of learning; and as evidence or data.
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