Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

“…Underscoring the role of practice-based teacher education curriculum in cultivating core teaching practices but also in facilitating the progression toward mastery (Windschitl et al, 2012;Forzani, 2014;Grossman, 2018;Grossman et al, 2018). Thus, the incorporation of feedback into learning cycles of practice contributes to the attaining of practices (Bottoms et al, 2015;Ghousseini et al, 2015;Kazemi et al, 2016) and aids pre-service teachers to understand the complexity of teaching (DeGraff et al, 2015). This research further underscores the comprehensive approach adopted by practice-based curricula in preparing pre-service teachers to not only grasp the fundamentals of teaching but also to internalize the spirit of lifelong learning during their educational journey.…”

“…Practice-based curriculum offers systematic and repetitive practice opportunities (Jenset, 2017;Jenset et al, 2018;Hammerness et al, 2020), and support the learning of core practices through a sequence that allows pre-service teachers to achieve mastery (Windschitl et al, 2012;Forzani, 2014;Grossman et al, 2018). These teaching sequences are referred to as learning cycles of practice (Bottoms et al, 2015;Ghousseini, 2015;Kazemi et al, 2016). Each cycle consists of different phases related to three practice pedagogy conditions: decomposition, representation, and approximation to practice.…”

Who Is Doing Science? Using Science Texts to Open Spaces that Expand the Voices and Perspectives in Elementary Classrooms

“…Think about this in terms of how families are depicted, what food is featured, ways that characters speak, and/or the experiences or activities that are described. Which of these books are authored or illustrated by women and/or BIPOC individuals? Consider the instructional possibilities: Are the books engaging? Will they capture and hold students' interest? Are topics appropriate and comprehensible for focal students' ages and grade level(s)? What are the literacy skills and science knowledge that students can gain from instruction using this text; what connections can be made to CCSS (2010) and NGSS (2013)? Do these books lend themselves to instruction with multiple entry points (as opposed to a single entry point) that encourage inquiry tied to students' interests and identities? Do these texts tap into a range of experiences, practices, and/or resources, that is, can they encourage culturally relevant instruction, leverage students' funds of knowledge, and support children in the process of equitable sensemaking (e.g., Bottoms et al, 2015; Calabrese Barton, 2003; Johnson & Atwater, 2014; Moll et al, 1992)? Do these texts contribute to a classroom culture and pedagogical practices that support a range of student abilities and interests and foster both positive reading and science identities (e.g., Carlone & Johnson, 2007; Gomez‐Najarro, 2020; Niland, 2021)? …”

Comunidades de Prática no Ensino de Ciências: uma revisão da literatura de 1991 a 2018

“…Compõem essa categoria, os estudos de Akerson et al [63], Bottoms, Ciechanowsky e Hartman [31], Eicke e Dias [44], Erickson et al [47], Hawkins e Rogers [34], Hume [35], Kim e Cavas [70] e Santos e Arroio [74]. Entre os principais interesses das CoP estudadas estão: simulação de modelos de ensino e a interação com comunidades de professores [35], aprendizagem sobre novas tendências no Ensino de Ciências através de programas supervisionados de estágio docente [74], desenvolvimento de concepções acerca da Natureza das Ciências [63], promoção de projetos de práticas educativas focados no estudo dos problemas de aprendizado e Ensino das Ciências em situações reais [44], culturalmente relevantes e na reflexão docente [34] Finalmente, desenvolvimento de práticas de ensino marcadas por atividades de pesquisa na Escola integrando plataformas virtuais [44] e redes sociais [70] como recurso mediador entre os participantes.…”