The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

Lotter, Christine; Singer, Jonathan; Godley, J. Steve

doi:10.1007/s10972-009-9144-9

Cited by 40 publications

(24 citation statements)

References 61 publications

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“…Several studies demonstrate the strong influence of placements and mentoring of PSTs (Windschitl 2003;Gado, Ferguson, and van t Hooft 2006;Anderson 2002;Lotter, Singer, and Godley, 2009). Other studies suggest the general resilience of schools contexts to change (Sarason 1982).…”

Section: Discussionmentioning

confidence: 99%

A case for examining pre-service teacher preparation for inquiry teaching science with technology

Shively

Yerrick

2014

Research in Learning Technology

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Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.

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Section: Discussionmentioning

confidence: 99%

A case for examining pre-service teacher preparation for inquiry teaching science with technology

Shively

Yerrick

2014

Research in Learning Technology

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“…a 5 theory of situation cognition, that knowing is inseparable from doing, and that knowledge develops in social, cultural and physical contexts (Linn & Hsi, 2000;Singer et al, 2011). b 5 theory that making thinking visible by encouraging meaningful dialogue focused on science content will help students not only increase subject matter knowledge, but also improve their reasoning abilities (Garet et al, 2001;Lotter, Singer, & Godley, 2009;Rushton, Lotter, & Singer, 2011).…”

Section: Component 4: Pre-selected Materialsmentioning

confidence: 99%

Professional Development for the Integration of Engineering in High School STEM Classrooms

Singer¹,

Ross²,

Jackson-Lee³

2016

Journal of Pre-College Engineering Education Research (J-PEER)

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Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas as well as the Next Generation Science Standards are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant.

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“…Aunque algunas parecen evolucionar adecuadamente, en general el conocimiento adquirido durante los programas de formación no es muy sólido y suele desaparecer con el tiempo. Las mejores propuestas de enseñanza parecen estar basadas en una estructura que consta de ciclos de instrucción, enseñanza práctica y reflexión (Lotter et al, 2009).…”

Section: Concepciones Epistemológicas Del Profesoradounclassified

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

et al. 2014

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. La reforma de la formación inicial del profesorado de ciencias: propuesta de un diseño del currículo basado en competencias. RESUMEN • El principal objetivo de este trabajo es proponer un mecanismo de selección de competencias específicas para la formación inicial del profesorado de ciencias experimentales, contando para ello con distintas fuentes relevantes para dicha formación. Con tal fin hemos hecho uso de un procedimiento consistente en ir incorporando de forma crítica las competencias procedentes de las siguientes fuentes curriculares: los modelos de formación inicial del profesorado vigentes en la literatura educativa, el currículo actual de ciencias en la educación secundaria obligatoria en España, el Programa internacional de evaluación PISA, la opinión del profesorado en activo mediante una encuesta cuyos resultados más relevantes son mostrados, las concepciones epistemológicas del profesorado, la profesionalización docente y las demandas que genera y, finalmente, la dimensión social de la ciencia.PALABRAS CLAVE: didáctica de las ciencias experimentales; formación inicial del profesorado; educación secundaria; currículo; competencias. SUMMARY • The primary objective of this paper is to propose a mechanism for selecting specific competences for preservice science teacher training, referring to relevant sources for such training. To this end we have used an trans-disciplinary procedure consistent with incorporating critical competences from the following curricular sources: Models of current preservice teacher training in educational literature, the current curriculum of Science in Compulsory Secondary Education in Spain, the Program for International Student Assessment (PISA), the views of in-service secondary school teachers (through a survey whose most relevant results are given), teachers' epistemological conceptions, the professionalization of teaching and the demands it generates and, finally the social dimension of science.

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The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

Cited by 40 publications

References 61 publications

A case for examining pre-service teacher preparation for inquiry teaching science with technology

A case for examining pre-service teacher preparation for inquiry teaching science with technology

Professional Development for the Integration of Engineering in High School STEM Classrooms

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

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