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Descriptors:
Science Instruction; Case Studies; Scientific Literacy; Scientific Principles; Scientific Methodology; Error Patterns; Error Correction; Teaching Methods; Intermode Differences; Taxonomy; Concept Mapping; Educational Strategies; Educational Resources

Abstract:
Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness. Error types also reflect corresponding methodologies of science, critical for practicing science and (in a context of scientific literacy) analyzing its claims. Effective efforts in teaching about error will ideally be informed by earlier educational perspectives and a schema for inventorying and organizing error types. Approaches using student-directed inquiry have limits, whereas guided-inquiry historical case studies seem appropriate vehicles. On a larger scale, one may also envision a prospective learning progression on successively deeper understandings of error in science. Sample case studies and opportunities for further reading are identified. (Contains 3 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Genetics; Program Effectiveness; Case Studies; Curriculum Enrichment; Case Method (Teaching Technique); Course Descriptions; Pretests Posttests; Participant Satisfaction; Course Content; Course Evaluation; Science Course Improvement Projects; Change Strategies; Educational Strategies; Educational Change; Teaching Methods

Abstract:
Genetics is considered one of the most challenging courses in the biology curricula at both the secondary and post secondary levels. Case based teaching has been shown to improve student perception and performance outcomes in both non-science and science courses. Thus in an effort to improve outcomes, case studies were integrated into an undergraduate genetics course as a supplement to lecture and replacement to recitation. Student perception and performance when case studies were used was compared to two previous years before the incorporation of case studies. Student course evaluations, pre and post surveys of student knowledge, and exam scores indicated that when case studies were used student perception improved while student performance showed mixed results. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Scientific Principles; Chemistry; Epistemology; Science Education; Democratic Values; Interdisciplinary Approach; Case Studies; Role of Education; Clergy; Scientists; Scientific Research; Scientific Enterprise; Scientific Methodology; Science History; Science Instruction; Biblical Literature; Philosophy

Abstract:
This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733-1804) in his chemistry, education, and theology documents. Priestley's enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science education are examined from the point of view of the nature of theory and experiment as observed in Priestley's writings and as espoused in modern philosophy of science. Science and religious faith issues in the context of science education are examined from the point of view of one's understanding of sacred texts, and the suggestion is made that a Priestleyan model of "the liberty to think for oneself" and "to hold knowledge with humility and virtue" could prove helpful in dealing with the known divergent opinions in relation to science, education, and religion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teacher Education; Educational Research; Scientific Principles; Foreign Countries; Science Teachers; Apprenticeships; Teacher Researchers; Questionnaires; Interviews; Pretests Posttests; Teaching Models; Scientific Methodology; Scientific Research; Research Methodology; Research Skills; Educational Strategies; Teaching Methods; Instructional Effectiveness

Abstract:
This study suggests a novel approach, which integrates an explicit-reflective nature of science (NOS) instruction into the teachers-as-researchers approach to improve pre-service science teachers' conceptions of NOS. Participants were 48 university fourth-year students in a four-year pre-service science teacher-training program in Turkey. The participants received explicit-reflective NOS instruction and were introduced to some techniques for critically evaluating academic articles, designing and conducting a research project, writing a research report and preparing materials to share the findings of their studies with students and staff of their department at a poster conference. During these activities, the lecturer explicitly addressed the target aspects of NOS and made pre-service science teachers' thinking more visible and reflective. The Views of Nature of Science Questionnaire (VNOS-C) was used in conjunction with individual interviews to assess participants' NOS views at the beginning and conclusion of the study. The results indicated that compared with their ideas at the beginning of the course, many pre-service science teachers had developed more "informed ideas about NOS" throughout the course. The significance of this study is that carrying out an educational research with the incorporation of an explicit-reflective instructional model seems to be a promising avenue to improve pre-service science teachers' ideas about NOS. Some possible implications for pre-service and in-service teacher education and further research are discussed. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Chemistry; Class Activities; Learning Activities; Science Instruction; Case Method (Teaching Technique); Writing Across the Curriculum; High School Students; Case Studies; Academic Achievement; Correlation

Abstract:
This study investigated the impact on chemistry learning of the degree to which students embedded or integrated multiple modes of representation in end of unit writing-to-learn activities. A multi-case study approach utilizing quasi-experimental methodology involving intact high school chemistry classes taught by two different teachers was employed. Approximately half of the classes for each teacher were designated treatment classes and students in these classes participated in specific classroom activities designed to encourage the use of strategies to embed multiple modes within text in student writing. Control classes did not participate in these activities. All classes with the same teacher participated in identical end of unit writing tasks followed by identical end of unit assessments. Writing tasks and end of unit assessments were teacher designed and were therefore unique to each setting. Data from each teacher was initially analyzed independently to explore characteristics of student writing and student performance on end of unit assessments. This was followed by cross case analysis. Analysis of quantitative data indicated that for the first teacher (n = 70 students), treatment classes significantly outperformed control classes on two different measures of writing characteristics during a first unit of study, two measures of writing for the second unit, and three categories of end of unit instruction for the second unit. For the second teacher (n = 95), treatment classes outperformed control classes on two writing characteristics and three end of unit assessment categories during the only unit of study assessed. In addition, at both sites, significant positive correlations were found between all writing characteristic measurements and end of unit assessment performance. These results not only support the use of multimodal writing-to-learn tasks as a pedagogical tool to improve chemistry learning, but specifically suggest benefit when multiple modes are effectively linked within these tasks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Methods Courses; Teaching Methods; Curriculum Implementation; Secondary School Science; Mail Surveys; Scientific Literacy; Scientific Methodology; Educational Practices; Science Teachers; Instructional Effectiveness; Performance Factors; Use Studies; Graduate Surveys; Teacher Attitudes; Teaching Experience; Science Instruction; Instructional Development; Instructional Innovation

Abstract:
The purpose of this research study was to examine the usage and perceived benefits of the ERR (Evocation, Realization of Meaning, and Reflection; Meredith & Steele, 2011) instructional framework and content literacy strategies with middle and high school science teachers. Former students who had participated in an undergraduate or graduate content literacy course were asked to complete an online survey containing quantitative and qualitative information. Findings indicated the following: (a) science teachers who participated in the study are utilizing the ERR instructional framework and they do find it beneficial, (b) science teachers use vocabulary and evocation (before reading) strategies more frequently than other strategies, and (c) instructional strategies science teachers practice most often and find to be most beneficial are modeled in both content literacy and science methods courses. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Electronic Learning; Distance Education; Instructional Innovation; Constructivism (Learning); Focus Groups; Teaching Models; Virtual Classrooms; Research Projects; Interviews; Program Implementation; Questionnaires; Educational Strategies; Achievement Gains; Case Studies; Cooperative Learning; Learning Strategies; Participant Satisfaction; Student Attitudes; Foreign Countries; Educational Research; Educational Practices

Abstract:
This article is based on a research project aimed at analysing the teaching and learning models explicit and implicit in the different uses of e-learning platforms. From qualitative analysis of the interview with the coordinator of the Virtual Campus of the University of Barcelona (VC-UB) and the focus group with the 8 lecturers, emerged both the explicit and implicit teaching models of the e-learning platform and the possibilities and limitations of its implementation. The descriptive analysis of quantitative data collected through an online questionnaire has enabled us to explore how teachers use the e-learning platform; the strategies implemented and the pedagogical added value. This research revealed that despite the UB's careful selection of the e-learning platform, in which there is an underlying socio-constructivist perspective of learning, the evolution towards this conception of teaching and learning, which is neither uniform nor widely extended, is not due exclusively to the use of technology. In the teachers ability to make the most of technology in their teaching, membership or otherwise of teaching innovation groups has an important bearing; or their membership or otherwise of departments in which innovation is encouraged and valued and the creation of teaching teams promoted. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Preservice Teachers; Methods Courses; Curriculum Implementation; Teacher Education Curriculum; Grade 5; Grade 4; Science Instruction; Conventional Instruction; Electronics; Protocol Materials; Federal Aid; Best Practices; Learning Modules; Case Method (Teaching Technique); Web Based Instruction; Educational Technology; Technology Integration; Instructional Design; Internet; Educational Strategies; Teacher Attitudes; Teacher Surveys; Student Surveys; Questionnaires; Interviews; Web Sites; Video Technology; Blended Learning; Focus Groups; Comparative Analysis; Student Attitudes

Abstract:
This study addresses preservice teachers' perceptions toward online experiences, specifically, their perceptions about utilizing an online science methods curriculum versus a traditional methods curriculum. Thirty-eight senior level preservice teachers at a midwestern U.S. university completed surveys about their experiences during their methods course that included a module for online content learning, videos of fourth- and fifth-grade elementary student in situ learning, and exploration of pedagogical skills embedded in an electricity module. Survey and focus group data indicate that the preservice teachers valued and wanted more online experiences, but not as a total replacement of traditional methods experiences. Teacher education preparation programs must identify with and address preservice teacher expectations about the value placed upon online experiences. Specifically, online experiences can help focus instruction and enhance student interaction about life in an elementary classroom. Implications of this study help address professional movements for incorporating online experiences for in-service K-12 teachers and schools. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade 5; Investigations; Questioning Techniques; Biology; Environmental Education; Classroom Communication; Science Instruction; Elementary School Science; Inquiry; Case Studies; Discourse Analysis; Educational Strategies; Teaching Methods

Abstract:
Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Program Descriptions; Program Effectiveness; Teaching Methods; Educational Strategies; Case Studies; Creative Writing; Physics; Instructional Materials; Science Teachers; Role Playing; College School Cooperation; Curriculum Implementation; Science Instruction; Science Education; History Instruction; Science History; Philosophy; Scientific Principles

Abstract:
This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners' perspectives are explicitly taken into account. Teaching methods comprise student-centered activities as creative writing for understanding science and scientists and role-play activities. Emphasis is laid on experimental work which is performed with the help of true-to-the-original replications of historical apparatus, especially built for this purpose. A new characteristic for NoS learning is introduced, namely the reflection corner giving the opportunity to explicitly discussing the relationship between history, knowledge acquisition, and the application of scientific findings. In order to make use of the special skills, creative potentials and experiences of teachers a symbiotic strategy for the development and evaluation process of the teaching material was adopted where a close and long-standing cooperation between science teachers and science educators could be established. On this basis the German partners were able to complete numerous case studies from the fields of mechanics, electricity, magnetism and heat. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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