Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge

Southerland, Sherry A.; Gess‐Newsome, Julie

doi:10.1002/(sici)1098-237x(199903)83:2<131::aid-sce3>3.0.co;2-x

Cited by 60 publications

(13 citation statements)

References 14 publications

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“…These differences manifest themselves in terms of race, ethnicity, class, language, special needs, gender, family structure, and religious background, to name just a few. We need to prepare the teachers to work effectively with all children and to recognize their funds of knowledge (Bianchini, Johnston, Oram, & Cavazos, 2003;Fradd & Lee, 1999;Southerland & Gess-Newsome, 1999;see Mikeska et al, 2009, this issue). Elementary science teacher education research needs extensive, purposeful focus here.…”

Section: Future Instructional Directions: Design Implicationsmentioning

confidence: 99%

Beginning teachers moving toward effective elementary science teaching

Davis

Smithey

2009

Science Education

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ABSTRACT:We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiryoriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education.

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Section: Future Instructional Directions: Design Implicationsmentioning

confidence: 99%

Beginning teachers moving toward effective elementary science teaching

Davis

Smithey

2009

Science Education

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“…Third, several advocates of gender equitable and multicultural science education draw from theories of teaching and learning as socially and culturally situated to craft recommendations for how science should be taught (Aikenhead & Jegede, 1999;O'Loughlin, 1992;Rodriguez, 1998;Southerland & Gess-Newsome, 1999). Again, views of teaching and learning as social and situated activity resonate with our description of the nature of science presented earlier.…”

Section: Teaching Science In Equitable and Diverse Waysmentioning

confidence: 66%

“…As another piece of our conceptual frame, we examined curricular and instructional models designed to make science more attractive and inviting to all students, particularly to women and members of underrepresented ethnic groups (Aikenhead & Jegede, 1999;Banks, 1999;Barton, 1998;Gaskell & Hildebrand, 1996;Mayberry, 1998;Middlecamp & Subramaniam, 1999;Nieto, 1996;Norman, 1998;O'Loughlin, 1992;Rodriguez, 1998;Rosser, 1991Rosser, , 1995Rosser, , 1997Sleeter & Grant, 1999;Southerland & Gess-Newsome, 1999). One important point underscored in these models is the need to address both what science is and how it is taught (Barton, 1998;Mayberry, 1998;Middlecamp & Subramaniam, 1999).…”

Section: Teaching Science In Equitable and Diverse Waysmentioning

confidence: 99%

“…Again, views of teaching and learning as social and situated activity resonate with our description of the nature of science presented earlier. Southerland and Gess-Newsome (1999), for example, advocated teaching science for all by using a social objective constructivist lens. They viewed students as constructing meaning through their prior knowledge, cultural experiences, interactions with others, and encounters with the physical world.…”

Section: Teaching Science In Equitable and Diverse Waysmentioning

confidence: 99%

“…Located in California, this teacher education program offers candidates a Single Subject Teaching credential, a master's degree in education, and a B/CLAD (Bilingual/Crosscultural, Language, and Academic Development Emphasis) certificate. Issues of equity and diversity are both infused through the standard teacher education curriculum and addressed in "add on" courses (see Southerland & Gess-Newsome, 1999); more specifically, candidates are required to take two CLAD and two multicultural education courses, as well as examine such issues in their subject-specific courses. Science student teachers attend three interrelated science education courses during the fall semester of their preservice experience: a course on the nature of science in science education, a second on science methods and procedures, and a third on professional issues.…”

Section: Research Context Beginning Teachers and Researchersmentioning

confidence: 99%

See 2 more Smart Citations

Learning to teach science in contemporary and equitable ways: The successes and struggles of first‐year science teachers

et al. 2003

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Recent studies of beginning science teachers make clear that learning to integrate contemporary nature of science descriptions and equitable instructional strategies into educational practices is a complex and challenging endeavor. In this research project, we examined the views and practices of three first-year science teachers, recent graduates of a teacher education program in California known for its attention to gender equitable and multicultural content and instruction. We explored these beginning teachers' attempts to present contemporary descriptions of the nature of science and implement equitable instructional strategies in their classrooms; we videotaped two of their curricular units and conducted individual interviews after each unit lesson. From qualitative analysis of these interviews, we developed case studies that described the ideas and practices these beginning teachers took up from their preservice experiences, as well as the reasons provided and constraints identified for science topics taught and instructional approaches used. In our discussion, we examined commonalties across beginning teachers' successes and struggles in learning to teach science in contemporary and equitable ways, as well as lessons we learned about ways to improve preservice science teacher education.

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Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers

Bianchini

Colburn

2000

J. Res. Sci. Teach.

104

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The teacher as researcher, Colburn, and the researcher, Bianchini, investigated Colburn's use of inquiry to teach the nature of science to prospective elementary teachers; we attempted to identify those aspects of the nature of science addressed through inquiry instruction and the varied contexts in which such insights arose. We began by videotaping small group inquiries and whole class deliberations during three units of Colburn's inquiry-oriented general science course. We then conducted separate qualitative analyses of the resulting 20 h of videotaped data. Colburn, the teacher and informant, adopted an emic perspective and employed examples of explicit and implicit deliberations and demonstrations of the nature of science to construct his case. Bianchini also used an emic perspective, but examined only what teacher and students explicitly identified as examples of and insights into the nature of science. Taken together, our analyses highlight the difficulties in presenting a cogent and comprehensive picture of the nature of science to students, the teacher's pivotal role in initiating discussions of what science is and how scientists work, and the strengths and limitations of using classroom-based research to investigate nature of science instruction.

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Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge

Cited by 60 publications

References 14 publications

Beginning teachers moving toward effective elementary science teaching

Beginning teachers moving toward effective elementary science teaching

Learning to teach science in contemporary and equitable ways: The successes and struggles of first‐year science teachers

Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers

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