Beginning teachers moving toward effective elementary science teaching

Davis, Elizabeth A.; Smithey, Julie

doi:10.1002/sce.20311

Cited by 99 publications

(75 citation statements)

References 77 publications

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“…In this paper set, authors have identified other framework emphases, such as curriculum analysis (Davis & Smithey, 2009, this issue) and scientific modeling (Schwarz, 2009, this issue), both of which are important and productive areas to address through elementary science methods. My efforts to focus attention on scientific discourses and practices aimed at making meaning of science concepts have resulted in moving other learning foci to the background.…”

Section: Elementary Science Methodsmentioning

confidence: 99%

Learning to teach elementary school science as argument

2009

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The functional morphology of the primate craniomandibular complex and temporomandibular joint (TMJ) components is frequently discussed in terms of gross skeletal structure. At the histomorphologic level, however, the TMJ has only been studied in Old World anthropoids. The present study is designed to describe the microanatomy of the condylar cartilage of the TMJ in two closely related species of greater galago: the exudativorous Otolemur crassicaudatus and the frugivorous O. garnettii. TMJs with intact joint capsules were harvested from adult, cadaveric specimens of these species (four O. crassicaudatus and five O. garnettii). The samples were decalcified, processed for paraffin sectioning, and sectioned at 10–18 µm in the coronal plane. The samples were then stained with hematoxylin/eosin, Gomori trichrome, and Alcian blue, and examined with a photomicroscope. Generally, condylar cartilage in O. crassicaudatus was thickest both laterally and centrally, while O. garnettii had the relatively thickest cartilage laterally. Both species displayed a superficial articular zone, a middle proliferative zone, and a deeply located hypertrophic zone in the condylar cartilage. O. crassicaudatus typically had the greatest cell density in each of these zones. In addition, O. crassicaudatus had focal concentrations of Alcian blue laterally and centrally, while O. garnettii had the greatest reactivity in the central portion only. These results suggest that O. crassicaudatus may be specialized to resist greater compressive force at the TMJ condylar cartilage in specific regions of the mandibular condyle. Am. J. Primatol. 69:36–45, 2007. © 2006 Wiley‐Liss, Inc.

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Section: Elementary Science Methodsmentioning

confidence: 99%

Learning to teach elementary school science as argument

2009

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“…Novice science teachers tend to be unaware of students' ideas; when they do start to notice students' ideas, they tend to focus on more basic features like the concreteness or accuracy of these ideas (Schneider & Plasman, 2011). As science teachers gain experience, they are more likely to begin to consider how to build on students' prior ideas during instruction, how to link students' ideas to scientific ideas, and why students might find certain ideas conceptually difficult to learn-all significant content challenges that arise in the course of teaching in this area (Meyer, 2004;Schneider & Plasman, 2011).To develop students' ideas about key scientific concepts, research has also pointed to the importance of determining which instructional strategies and resources would be most beneficial for addressing specific student outcomes; this selection usually occurs through the critical analysis and use of curriculum materials (Davis, 2006;Davis & Smithey, 2009). In particular, research has suggested the importance of ensuring that science teachers can fluently discern which instructional resources to use to target specific learning goals, to provide insight into student thinking, and to address specific student challenges (Carlsen, 1991;Schneider & Plasman, 2011).…”

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confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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“…En muchos casos los docentes proponen actividades experimentales demostrativas que no sirven como vehículos para aprender contenidos, tienen dificultades para poner sus ideas en práctica y en algunos casos hasta evitan enseñar ciencias (Davis y Smithey, 2009). Coincidimos con Moreno y Ferreyra (2004) en que comprender los fundamentos de la enseñanza por indagación y tener oportunidades durante la formación inicial para implicarse y reflexionar sobre este tipo de enseñanza son instancias que contribuyen a solucionar estos problemas.…”

Section: Diseño De Experimentosunclassified

Una experiencia de formación docente en el área de Ciencias Naturales basada en la indagación escolar

Godoy¹,

Segrra²,

Mauro³

2014

Rev_Eureka_ensen_divulg_cienc

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[Recibido en marzo de 2013, aceptado en abril de 2014] En este trabajo se presenta y analiza un curso de formación docente para alumnos del Profesorado de Educación Primaria basado en el modelo didáctico por indagación. Durante el curso, los alumnos pudieron implicarse en distintas actividades de indagación que consistieron en situaciones problemáticas contextualizadas, sencillas y guiadas, que permiten distintas formas de resolución y que requieren poner en juego diferentes habilidades de pensamiento científico. Además, pudieron reflexionar acerca de esta forma de enseñanza y de sus propios aprendizajes. La evaluación de la experiencia mostró que los docentes en formación al transitar el TFO lograron comprender las ideas básicas que caracterizan a la enseñanza por indagación, a la vez que modificaron sus concepciones sobre la actividad experimental como herramienta didáctica para enseñar los contenidos conceptuales y promover el desarrollo de habilidades de pensamiento científico. También desarrollaron habilidades para planificar actividades de indagación guiadas para el desarrollo de habilidades científicas específicas como el diseño experimental y la interpretación de resultados.Palabras clave: formación docente inicial; enseñanza por indagación; educación primaria; habilidades de pensamiento científico. A prospective teacher training experience in science based on an inquiry approachThis paper presents and analyzes a course for preservice elementary teachers, based on inquiry. During the course, students were involved in activities of inquiry that consisted in contextualized problem situations, simple, guided, allowing various forms of resolution and requiring different scientific thinking skills. They were also able to reflect on this form of teaching and their own learning. The evaluation of the experience showed that the prospective teachers were able to understand the basic ideas that characterize inquiry teaching and learning, while modified their conceptions of experimental activities as teaching tools to teach scientific concepts and promote the development of scientific thinking skills. They also developed skills to plan guided inquiry activities for the development of specific scientific skills such as experimental design and interpretation of results.Key words: prospective teacher training, inquiry, elementary school, scientific skills. IntroducciónEn las últimas décadas la alfabetización científica se ha convertido en un objetivo estratégico a nivel mundial. Una educación científica relevante y de calidad para todos debería contribuir a la formación de ciudadanos con interés por el mundo natural y social, debería desarrollar el pensamiento crítico y creativo y ayudar a democratizar la toma de decisiones en asuntos que afectan el futuro de la sociedad (UNESCO, 2008). En este marco, la educación primaria se presenta como una etapa fundamental para construir las bases de una participación ciudadana responsable e informada. Para ello debería acercar a los alumnos las formas potentes que tiene la ci...

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Beginning teachers moving toward effective elementary science teaching

Cited by 99 publications

References 77 publications

Learning to teach elementary school science as argument

Learning to teach elementary school science as argument

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Una experiencia de formación docente en el área de Ciencias Naturales basada en la indagación escolar

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