The journal of college science teaching, May 1, 2014
For biologists, a proper understanding of evolutionary processes is fundamentally important. Howe... more For biologists, a proper understanding of evolutionary processes is fundamentally important. However, undergraduate biology students often struggle to understand evolutionary processes, replacing factual knowledge with misconceptions on the subject. Classroom discussions can be effective active learning tools used to address these misconceptions and build undergraduate knowledge of evolution. This study aimed to (a) quantify knowledge and misconceptions of evolutionary processes among upper level undergraduate students and (b) analyze how knowledge and misconceptions changed throughout a semester-long, discussion-based course. Precourse assessment scores revealed that student knowledge of evolution was low, even among students who had previously taken evolution-based courses. Improvement shown on postcourse assessments suggests that classroom discussion can help strengthen student understanding of evolution and address misconceptions. Nothing in biology makes sense except in the light of evolution. —Theodosius Dobzhansky
I have three goals for the present chapter. The first is to provide an overview of the research t... more I have three goals for the present chapter. The first is to provide an overview of the research that has informed our group’s understanding of two important foundations for the development of effective science teaching; one of these foundations consists of a collection of core practices that are essential components of such teaching.
Recent results of national and international assessments of student achievement often trigger med... more Recent results of national and international assessments of student achievement often trigger media and policy comments to the effect that efforts to improve education in the United States are "disappointing" (e.g., Goldstein, 2019). The disappointment comes in part from high, probably unrealistic, claims about how fast change happens. As a case in point, the No Child Left Behind Act (NCLB) called for all students to be proficient within a dozen years, an aspiration that researchers have called unrealistic (Linn et al., 2002). From another perspective, the modest gains on the National Assessment of Education Progress (NAEP) and the Programme for International Student Assessment (PISA) should be seen in the context of decades in which financial incentives to enter and stay in teaching have declined (Allegretto & Mishel, 2018), with accompanying declines in students entering teacher preparation programs (Partelow, 2019). Moreover, given the challenges of health care, nutrition, and poverty, it is unrealistic to expect the educational system in general, or teacher education in particular, to lift student achievement dramatically. One pessimistic takeaway might nonetheless be that the achievement results are evidence that teacher educators are not improving their programs, perhaps because they do not know how to make productive changes. This dour assessment ignores the wealth of knowledge, published in journals such as this one. Some of that knowledge has found its way into teacher preparation programs and efforts to support practicing teachers.
The Next-Generation Science Standards (NGSS) call for a different approach to learning science. T... more The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students’ learning of science in this 3D way. We examined TCs’ ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs’ ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate’s ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed.
In A Framework for K-12 Science Education, the National Research Council frames inclusive science... more In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift. We established the validity of this framework by working with three content experts and clarified framework elements with teaching examples from two veteran urban high school science teachers. Data used for framework clarification include field notes, interviews, and video-recorded lessons. We also discuss the importance of shifting to inclusive science instruction as a necessary step in promoting equity in science.
To investigate how instructors’ technological pedagogical content knowledge (TPACK) influences th... more To investigate how instructors’ technological pedagogical content knowledge (TPACK) influences the way they implement novel educational technologies and how this influences students’ affective responses to the technology, we looked at how instructors with varying amounts of TPACK with regard to a specific educational tool—the digital evolution platform Avida-ED—implemented it in their classrooms. We then compared the nature of these implementations to student affective outcomes as measured by a post-implementation student survey. We found that the degree of instructor expertise influences implementation decisions, and that these decisions in turn influence student affect. Effective implementation of new educational technologies requires significant pedagogical knowledge, and warrants opportunities for training and professional development with regard to those technologies.
In this conceptual/theoretical paper, we present an argument about the importance of preparing co... more In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and designing/implementing--that center and leverage community issues, knowledge, and voice. This approach is urgently needed in urban contexts amid increasingly porous boundaries between schools and broader communities, and in recognition of youth and communities as sources of knowledge integral to the preparation of teachers.
Recent science education reform has been marked by a shift away from a focus on facts toward deep... more Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool—a taxonomy — which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students ’ ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assess-ment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in ...
The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles, 2022
In this conceptual/theoretical paper, we present an argument about the importance of preparing co... more In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-observing; identifying; reflecting/synthesizing; and designing/implementing-that center and leverage community issues, knowledge, and voice. This approach is urgently needed in urban contexts amid increasingly porous boundaries between schools and broader communities, and in recognition of youth and communities as sources of knowledge integral to the preparation of teachers.
Teachers College Record: The Voice of Scholarship in Education, 2011
Background/Context Teacher preparation programs are built on knowledge, practices, habits of mind... more Background/Context Teacher preparation programs are built on knowledge, practices, habits of mind, and professional standards that teacher educators (TEs) intend teachers to possess. Some foundations are explicitly manifest in standards, mission statements, and policies, whereas others are embedded in coursework, field experiences, and social contexts that influence teacher candidates’ (TCs’) developing teacher identities. Purpose/Objective/Research Question/Focus of Study This study conceptualizes the process of working with TCs whose identity development trajectories pose troubling problems. We explore the question, How can TEs make informed, responsible, and compassionate decisions about intern identity development? To do so, we offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. Our inquiry traced the construction of first-, second-, and third-person narratives of TCs who experienced “pro...
The journal of college science teaching, May 1, 2014
For biologists, a proper understanding of evolutionary processes is fundamentally important. Howe... more For biologists, a proper understanding of evolutionary processes is fundamentally important. However, undergraduate biology students often struggle to understand evolutionary processes, replacing factual knowledge with misconceptions on the subject. Classroom discussions can be effective active learning tools used to address these misconceptions and build undergraduate knowledge of evolution. This study aimed to (a) quantify knowledge and misconceptions of evolutionary processes among upper level undergraduate students and (b) analyze how knowledge and misconceptions changed throughout a semester-long, discussion-based course. Precourse assessment scores revealed that student knowledge of evolution was low, even among students who had previously taken evolution-based courses. Improvement shown on postcourse assessments suggests that classroom discussion can help strengthen student understanding of evolution and address misconceptions. Nothing in biology makes sense except in the light of evolution. —Theodosius Dobzhansky
I have three goals for the present chapter. The first is to provide an overview of the research t... more I have three goals for the present chapter. The first is to provide an overview of the research that has informed our group’s understanding of two important foundations for the development of effective science teaching; one of these foundations consists of a collection of core practices that are essential components of such teaching.
Recent results of national and international assessments of student achievement often trigger med... more Recent results of national and international assessments of student achievement often trigger media and policy comments to the effect that efforts to improve education in the United States are "disappointing" (e.g., Goldstein, 2019). The disappointment comes in part from high, probably unrealistic, claims about how fast change happens. As a case in point, the No Child Left Behind Act (NCLB) called for all students to be proficient within a dozen years, an aspiration that researchers have called unrealistic (Linn et al., 2002). From another perspective, the modest gains on the National Assessment of Education Progress (NAEP) and the Programme for International Student Assessment (PISA) should be seen in the context of decades in which financial incentives to enter and stay in teaching have declined (Allegretto & Mishel, 2018), with accompanying declines in students entering teacher preparation programs (Partelow, 2019). Moreover, given the challenges of health care, nutrition, and poverty, it is unrealistic to expect the educational system in general, or teacher education in particular, to lift student achievement dramatically. One pessimistic takeaway might nonetheless be that the achievement results are evidence that teacher educators are not improving their programs, perhaps because they do not know how to make productive changes. This dour assessment ignores the wealth of knowledge, published in journals such as this one. Some of that knowledge has found its way into teacher preparation programs and efforts to support practicing teachers.
The Next-Generation Science Standards (NGSS) call for a different approach to learning science. T... more The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students’ learning of science in this 3D way. We examined TCs’ ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs’ ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate’s ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed.
In A Framework for K-12 Science Education, the National Research Council frames inclusive science... more In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift. We established the validity of this framework by working with three content experts and clarified framework elements with teaching examples from two veteran urban high school science teachers. Data used for framework clarification include field notes, interviews, and video-recorded lessons. We also discuss the importance of shifting to inclusive science instruction as a necessary step in promoting equity in science.
To investigate how instructors’ technological pedagogical content knowledge (TPACK) influences th... more To investigate how instructors’ technological pedagogical content knowledge (TPACK) influences the way they implement novel educational technologies and how this influences students’ affective responses to the technology, we looked at how instructors with varying amounts of TPACK with regard to a specific educational tool—the digital evolution platform Avida-ED—implemented it in their classrooms. We then compared the nature of these implementations to student affective outcomes as measured by a post-implementation student survey. We found that the degree of instructor expertise influences implementation decisions, and that these decisions in turn influence student affect. Effective implementation of new educational technologies requires significant pedagogical knowledge, and warrants opportunities for training and professional development with regard to those technologies.
In this conceptual/theoretical paper, we present an argument about the importance of preparing co... more In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and designing/implementing--that center and leverage community issues, knowledge, and voice. This approach is urgently needed in urban contexts amid increasingly porous boundaries between schools and broader communities, and in recognition of youth and communities as sources of knowledge integral to the preparation of teachers.
Recent science education reform has been marked by a shift away from a focus on facts toward deep... more Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool—a taxonomy — which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students ’ ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assess-ment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in ...
The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles, 2022
In this conceptual/theoretical paper, we present an argument about the importance of preparing co... more In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-observing; identifying; reflecting/synthesizing; and designing/implementing-that center and leverage community issues, knowledge, and voice. This approach is urgently needed in urban contexts amid increasingly porous boundaries between schools and broader communities, and in recognition of youth and communities as sources of knowledge integral to the preparation of teachers.
Teachers College Record: The Voice of Scholarship in Education, 2011
Background/Context Teacher preparation programs are built on knowledge, practices, habits of mind... more Background/Context Teacher preparation programs are built on knowledge, practices, habits of mind, and professional standards that teacher educators (TEs) intend teachers to possess. Some foundations are explicitly manifest in standards, mission statements, and policies, whereas others are embedded in coursework, field experiences, and social contexts that influence teacher candidates’ (TCs’) developing teacher identities. Purpose/Objective/Research Question/Focus of Study This study conceptualizes the process of working with TCs whose identity development trajectories pose troubling problems. We explore the question, How can TEs make informed, responsible, and compassionate decisions about intern identity development? To do so, we offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. Our inquiry traced the construction of first-, second-, and third-person narratives of TCs who experienced “pro...
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