Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse

Sinapuelas, Michelle L.; Lardy, Corinne H.; Korb, Michele; Bae, Christine L.; DiStefano, Rachelle

doi:10.1080/1046560x.2018.1537059

Cited by 3 publications

(2 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Numerous studies conducted by educators and research scholars have put forward various teaching strategies aimed at improving and revolutionizing the process of teaching and learning (Leikin & Zaslavsky, 1997;Saido et al, 2017;Slavin, 2005;Van Breukelen, Van Meel, & De Vries, 2017). The primary goal of these strategies is to offer guidance to teachers to enhance their teaching abilities, leading to a transformation in their classroom teaching practices (Culyer et al, 2018;Sinapuelas et al, 2019;Tavoosy, & Jelveh, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Gender-Based Comparison of Science Teachers’ Knowledge about Instructional Strategies

Afzal,

Saleem,

Waheed

2023

BBE

View full text Add to dashboard Cite

This research study delves into the realm of science education, specifically focusing on the knowledge and utilization of instructional strategies by science teachers. The primary objective is to investigate whether there are discernible gender-based differences in science teachers' awareness, understanding, and implementation of various instructional strategies, encompassing lecture-based methods, demonstration techniques, problem-solving approaches, questioning and inquiry-based strategies, as well as cooperative learning strategies within the classroom. The study employs a quantitative methodology, utilizing multiple-choice questionnaire (MCQs) to gather data from a diverse sample of 826 secondary school science teachers and analyze the gender-based level of secondary school science teachers’ knowledge about instructional strategies using Microsoft Excel and Statistical Package for Social Science (SPSS-24). This study uncovers that gender-based differences exist not only in the level of awareness and understanding of instructional strategies but also in their practical implementation. The outcomes of this study hold significance for both educational theory and practice. By identifying gender-related trends in science teachers' instructional strategy awareness and application, science teachers, administrators, and policymakers can gain insights into areas that might necessitate targeted professional development or intervention.

show abstract

Section: Introductionmentioning

confidence: 99%

A Gender-Based Comparison of Science Teachers’ Knowledge about Instructional Strategies

Afzal,

Saleem,

Waheed

2023

BBE

View full text Add to dashboard Cite

show abstract

“…Teachers also must consider how to best align these NGSS‐focused science learning opportunities to the learning standards in other disciplines, such as English language arts and mathematics, and how to address the language demands that specific student populations, such as English language learners, will encounter during NGSS‐aligned instruction (Lee et al, 2013; Lee, 2017; Tolbert et al, 2014). These challenges can surface no matter what the science instructional focus is or what curriculum materials teachers are using to address the NGSS, although research has indicated that learning opportunities in teacher education and professional development can help teachers address these challenges and learn to engage in more NGSS‐aligned instructional practice (Hanuscin & Zangori, 2016; Isabelle, 2017; Kang et al, 2019; Sinapuelas et al, 2018; Tuttle et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Mikeska¹,

Cisterna²,

Lakhani

et al. 2022

Science Education

View full text Add to dashboard Cite

Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall researchassessments, content knowledge for teaching, elementary science, matter and its interactions, pedagogical content knowledge High-quality science instruction requires that science teachers leverage their content knowledge for teaching (CKT) in the work of teaching (National Research Council, 2012; NGSS Lead States, 2013). CKT refers to the professional knowledge that teachers draw upon as they engage in the work of teaching in a specific discipline (Loewenberg Ball et al., 2008). The main focus here is on the application-or use-of their knowledge in the actual tasks of teachingfor example, the knowledge that teachers use when they prepare for, enact, and reflect on their instruction with students. CKT includes both subject matter knowledge, as well as other forms of practice-based knowledge that are directly tied to the work of teaching-what is commonly referred to as teachers' specialized and pedagogical content knowledge. In the area of science this includes knowledge about how students think about, engage in, and learn about specific scientific practices and concepts, as well as knowledge about various instructional strategies and tools science teachers can draw upon to develop students' learning (Carlson et al., 2019;Mikeska et al., 2020;Schneider & Plasman, 2011).In science education, research has indicated that CKT, particularly science teachers' pedagogical content knowledge, can be quite nuanced and variable across subjects, topics, concepts, and even knowledge components (e.g., knowledge of student ideas vs. knowledge of instructional strategies) (

show abstract

Investigating Preservice Secondary Teachers’ Understanding and Enactment of the Standards-Based Practices During Microteaching

Menon

Cheng

Ngugi

2023

Journal for STEM Educ Res

View full text Add to dashboard Cite

Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse

Cited by 3 publications

References 23 publications

A Gender-Based Comparison of Science Teachers’ Knowledge about Instructional Strategies

A Gender-Based Comparison of Science Teachers’ Knowledge about Instructional Strategies

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Investigating Preservice Secondary Teachers’ Understanding and Enactment of the Standards-Based Practices During Microteaching

Contact Info

Product

Resources

About