Impact of a student-teacher-scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices

Houseal, Ana K; Abd‐El‐Khalick, Fouad; DeStefano, Lizanne

doi:10.1002/tea.21126

Cited by 112 publications

(119 citation statements)

References 49 publications

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“… Science teachers need to know that change in their teaching practices requires them to experience a conceptual change in their beliefs about student learning, this is a worldwide concerns, stated in several studies like: Metz (2009), Beyer andDavis (2008).  And finally, the researcher agree with (Houseal, Abd-El-Khalick, & Destefano, 2014) that science teachers' preparation programs and training sessions should enable them to "(a) generate answerable questions, (b) think scientifically, (c) analyze phenomena, (d) interpret evidence, and (e) engage in meaningful discourse about the validity of the generated claims" ( p. 85).…”

Section: Discussionmentioning

confidence: 72%

The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers

Alabdulkareem¹

2016

JEL

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The researcher aims to investigate Saudi science teachers' beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers' conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on "authentic scientific resources", the limitations of the word "science", and the possible conflict between science and Islamic resources. The goal of this study was to draw conclusions and pedagogical implications to contribute to a better understanding of science teachers' beliefs. The results show a significant shift toward the discovery approach. However, teachers address science as an issue separate from historical and cultural aspects. Based on the findings of this study, the researcher suggests a number of pedagogical implications.

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Section: Discussionmentioning

confidence: 72%

The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers

Alabdulkareem¹

2016

JEL

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“…Also, nature of science and scientific literacy are key aspects of how science education can enable relevant learning conditions. Educational activities should be designed to help students engage in more authentic science experiences grounded in the scientific reasoning (Chinn and Malhotra 2002) or tools, techniques, attitudes and processes of scientific inquiry (Houseal et al 2014. If that educational situation is the case, what follows is a more contextual use of scientific concepts, but not necessarily an understanding of the different epistemic functions that concepts have across disciplinary boundaries.…”

Section: Teaching Scientific Concepts As Contextually Understoodmentioning

confidence: 99%

Characterisation of the Context-Dependence of the Gene Concept in Research Articles

Flodin

2017

Sci & Educ

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The purpose of this study is to interpret and qualitatively characterise the content in some research articles and evaluate cases of possible difference in meanings of the gene concept used. Using a reformulation of Hirst's criteria of forms of knowledge, articles from five different subdisciplines in biology (transmission genetic, molecular biology, genomics, developmental biology and population genetics) were characterised according to knowledge project, methods used and conceptual contexts. Depending on knowledge project, the gene may be used as a location of recombination, a target of regulatory proteins, a carrier of regulatory sequences, a cause in organ formation or a basis for a genetic map. Methods used range from catching wild birds and dissecting beetle larvae to growing yeast cells in 94 small wells as well as mapping of recombinants, doing statistical calculations, immunoblotting analysis of protein levels, analysis of gene expression with PCR, immunostaining of embryos and automated constructions of multi-locus linkage maps. The succeeding conceptual contexts focused around concepts as meiosis and chromosome, DNA and regulation, cell fitness and production, development and organ formation, conservation and evolution. These contextual differences lead to certain content leaps in relation to different conceptual schemes. The analysis of the various uses of the gene concept shows how differences in methodologies and questions entail a concept that escapes single definitions and Bdrift around^in meanings. These findings make it important to ask how science might use concepts as tools of specific inquiries and to discuss possible consequences for biology education.

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“…Like Houseal et al [25] , communication was a challenge between the pre-service elementary teachers and engineering students. Using jargon that was unique to the individual group -education or engineering -hindered communication as a collaborative group.…”

Section: Discussionmentioning

confidence: 97%

“…Houseal, Abd-El-Khalick and Destefano [25] recognized that the teachers actually play two roles in the collaborations. The teachers take on the role of a student to learn about science practices and the role of a teacher to transform the knowledge to pedagogical strategies.…”

Section: Literaturementioning

confidence: 99%

“…Houseal et al [25] discussed five such challenges often faced by collaborations "(a) content knowledge background needs of teachers and scientists, (b) accuracy and relevance of student data, (c) securing and negotiating resources for both scientists and teachers (materials, time, and personnel), (d) communication needs and barriers, and (e) outside factors affecting both the educational and research communities". For this study, we were only concerned with the content knowledge of the two groups and the communication needs and barriers.…”

Section: Literaturementioning

confidence: 99%

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Preparing Pre-service Teachers to Make Connections Between Science and Engineering Concepts Through Teamwork with Engineering Students (RTP, Strand 1)

Keshwani¹,

Adams²

2015 ASEE Annual Conference and Exposition Proceedings

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NGSS has called for the inclusion of engineering in K-12 classrooms. This has shifted the emphasis from a discipline-based focus to crosscutting concepts that connect many disciplines. These crosscutting concepts, such as systems and system models, promote a deeper understanding of science and engineering concepts. Traditional education programs often do not prepare teachers to build these connections between science and engineering concepts. The objective of this study was to determine if formal interactions with engineering students to facilitate afterschool science clubs would provide a means for pre-service teachers to learn how to make these connections in their instructional practices.In this study, undergraduate elementary education and biological systems engineering students worked together to plan and facilitate afterschool science clubs. The data suggests that the preservice teachers were able to develop instruction that emphasized various crosscutting concepts; began to make connections to science and engineering concepts; and discussed the importance of collaborations with scientists and engineers for their future classrooms. The results of this study show that formal interactions with engineering students better prepares pre-service teachers by improving their ability to make connections between science and engineering concepts. The collaboration supports the development of unique ways to incorporate science and engineering in their instructional practices. These results will lead to a better understanding of how to prepare pre-service teachers to integrate crosscutting science and engineering concepts into their classrooms.

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Impact of a student-teacher-scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices

Cited by 112 publications

References 49 publications

The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers

The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers

Characterisation of the Context-Dependence of the Gene Concept in Research Articles

Preparing Pre-service Teachers to Make Connections Between Science and Engineering Concepts Through Teamwork with Engineering Students (RTP, Strand 1)

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