Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Abstract

Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around these problems of practice through modeling-centered scientific inquiry. The first design cycle introduced preservice teachers to modeling and simulation software tools in an effort to advance their understanding of science and technology; the second used an instructional framework embodying modeling-centered inquiry to advance their views of effective science teaching and their lesson-planning practices; the third engaged preservice teachers in analyzing and modifying curriculum materials using reform-based criteria to foster effective curriculum materials use. Outcomes from these iterations indicate that the preservice teachers were most likely to advance their knowledge and practices within a coherent approach that focused on a core scientific practice such as modeling-centered inquiry, provided opportunities to unpack and apply robust tools such as reform-based instructional frameworks, and addressed their perceived problems of practice. The findings from this set of approaches are compared to others in an effort to point toward promising future directions for effective science teacher education.

Research–practice interactions as reported in recent design studies: still promising, still hazy

“…First, user experiences are collected to get an idea of motivation, experienced relevance, difficulties, etc. (Barnes et al 2008;Casotti et al 2008;Hadjerrouit 2008;Swain and Swan 2009;Schwarz 2009;Gu et al 2009). Second, learning gains like test scores provide information about the effectiveness of the design for learning (Barnes et al 2008;Casotti et al 2008;Cheung 2009;Choi and Lee 2009;Hickey et al 2009;Tatar et al 2008;).…”

“…Third, data are gathered to study the teaching/ learning practices, e.g. to examine interaction patterns (Birchfield and MegowanRomanowicz 2009;), the use of a pedagogical framework (Barton and Tan 2009;Cheung 2009;Schwarz 2009;Swain and Swan 2009) or the learning process itself (Lamberg and Middleton 2009;So et al 2009;Tiberghien et al 2009;Van Rens et al 2009). …”

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

“…Research has shown that preservice teachers' experiences in inquiry-based science teacher preparation facilitate the planning and teaching of inquiry-based lessons (Schwarz, 2009). Therefore, science teacher preparation should include inquiry-based university science courses (NSTA, 2003, p. 19).…”

La reforma de la formación inicial del profesorado de ciencias de secundaria: propuesta de un diseño del currículo basado en competencias

“…Para ello, en algunos casos se han matizado y diferenciado algunas competencias ya seleccionadas, al considerar que se trata de competencias genéricas, como el compromiso ético que en un posgrado deben darse por conseguidas, pero hemos introducido también especificaciones sobre la realidad multicultural de los centros educativos, que también merecen su tratamiento en las clases de ciencias (Cabo y Enrique, 2004) y una competencia relacionada con la realidad de aula, esencial para el futuro desarrollo profesional (Schwarz, 2009). Por otro lado, el desarrollo sostenible se ha incorporado como eje integrador, con una perspectiva holística y considerando las interrelaciones existentes entre las distintas dimensiones de sostenibilidad.…”