Abstract:

In contrast to the continued conversation regarding the Draw a Scientist Tool (DaST), we propose that research has not impacted the K-12 classroom in ways intended through the original use of DaST. In the DaST pilot study, Mead and Metraux (1957) made many recommendations for broadening the scope of how the general population understands what it means to do science. Many of these are echoed in current science and STEM literature, and yet the data has not changed much in more than 50 years of using the tool. As science teacher educators, we have a role in working to break this norm. The societal notion of who can do science needs to be expanded to include how STEM is represented in our students’ lives. This poster will briefly address historical perspectives of the Draw a Scientist tool (DAST) as an indicator for bias, connect to how we utilize this information in our teacher education courses, and share data analysis from three diverse university populations on our use of this tool in our teacher preparation classrooms. Rather than a focus primarily on gender-specific and ethnic groups in our data, we analyze the tools of science and where it takes place as a method of moving the conversation toward STEM and informal learning. Suppose preservice teachers are still envisioning this exact version of a scientist in another 50 years: what does that say for their ability to foster a new perspective in their future students, who in turn become the future of STEM? Can we truly be surprised that the children they teach are not expanding and evolving in their understanding of what it means to be someone that knows or can do science? We provide suggestions for how this could be modified and be more inclusive of STEM education and cultural perspectives. This ongoing work is of specific interest to preservice teacher education because it is our role as instructor to prepare students to view the STEM world and their future classrooms as learning platforms to encourage diversity and begin approaching a more equitable social dynamic for those who pursue STEM.

Abstract:

In this multiple case study, we explore the adventures of three K-8 teachers navigating highs and lows of Gholdy Muhammad’s Cultivating Genius framework. The teachers are located in a high-needs district with an interesting dynamic spurring from a prison sparking population growth with families of guards and inmates coexisting in schools and the community at large. The area is also becoming more culturally diverse, which we see in some classrooms more than others, leading to fruitful comparisons.

We meet via video-chat with these teachers regularly and follow a casual semi-structured interview format. While we end the sessions asking more specific questions related to the pursuits of the framework, we encourage the teachers to first share anything they found important or impactful in general. While analysis is ongoing, one reoccurring theme is how the framework emerges in interdisciplinary contexts and not necessarily where the teachers expected tie-in. We are thematically analyzing both teachers’ and students’ understandings and enactment of the five pursuits of the Cultivating Genius framework: identity, skills, intellect, criticality, and joy. Using these pursuits as themes for a priori coding and allowing other thematic codes to form inductively, we hope to see diverse ways in which teachers enact and nurture their students.

As an equity-centered framework, Cultivating Genius is one way to move toward a just future within a small but powerful classroom setting where students are involved in their community’s decision-making. As we continue collecting and analyzing our teacher experiences, we can make the case for more teachers to try Cultivating Genius in their own spaces while identifying the pursuits and providing the cultural and historical context to engage students and improve teaching. 

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy.

Abstract:

Most pre-service and in-service elementary teachers consider themselves Mathematics and English Language Arts and Reading (ELAR) instructors. Their lack of self-perception as a science teacher decreases science instructional time and quality (Mulholland & Wallace, 2001). Researchers examining pre-service and in-service elementary teachers’ viewpoints about teaching science (Klassen, Tze, Betts, Gordon, 2011; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Plourde, 2002) define low science teaching efficacy as one’s belief in the ability to positively impart scientific understanding and knowledge on another (Klassen, Tze, Betts, Gordon, 2011). Efficacy, by definition, is related to one’s confidence (Bandura, 1977; Tschannen-Moran, Hoy, & Hoy 1998). I believe elementary teachers avoid teaching science when they are not confident with scientific concepts or pedagogical content knowledge (Cantrell, Young, & Moore, 2003). Therefore, as a Science teacher educator of pre-service elementary teachers (PSET), I have tailored my science methods course experiences toward convincing PSETs to teach science on a daily basis.  Lott and Clark (2017) emphasized the need to integrate science inquiry and literacy for K – 2 students in their study about integrating literacy with science instruction. They recognized the Common Core standards for ELAR and the Next Generation Science Standards (NGSS) as road maps to such practices. Their study focused on the frequency of student demonstrated skills and knowledge as a result of merging ELAR with Science. They observed students to have an increased use of literacy and science skills/knowledge when a teacher merged science and literacy lessons by closely considering the aligned standards of both lessons. However, their study did not focus on how to create the aligned lessons for such great outcomes.

The purpose of this study is to implement (and refine) a Scientific Principles Inventory (SPI) framework. Participants will learn to identify and align science content in trade texts with Next Genearation Science Standards.

Abstract:

Equity and diversity in science education have a long history with mixed success where the field of science attempt to make the field inclusive and accessible for all students and their communities. However, not all student populations receive equal attention on the quality of instruction, especially in informal science learning where students with disabilities, such as deaf and hard-of-hearing (dhh) students, have been understudied (Dawson, 2014). This study involved the experience of dhh students at a short-term science camp with the curriculum designed specifically for these students focusing on social constructivism in mind to focus on connecting students’ lived experience to STEM (Adams, 2006). STEM HANDS is a five-days residential program on a university campus designed for dhh students to explore STEM by engaging in various experimental and exploration activities. The data was collected to capture the students’ transformational experience and their communicative use during the activities through pre- and post-interviews & Draw-A-Scientist (DAS), video observation of classroom activities, photographs of field trips, and reflection responses students completed at the end of the day. 

This Work In Progress seeks inputs on potential research questions, frameworks, and methodology based on the current stage of the research. Indeed, these aspects should have been developed before the beginning of the study, but that is not always true, especially in qualitative cases where the findings influence the trajectory of the study. In this case, the interview and DAS data revealed a positive transformation in the perspective of STEM learning. The video captured the dynamic conversation on science ideas by dhh students who use American Sign Language to develop a deeper understanding of the learning experience. Input from ASTE members on the WIP will help move this study forward.

Abstract:

In a study conducted at four universities, it was found that on average, 50% of the students could identify a honeybee and of six pictures of pollinators only two were correctly identified (Penn et al., 2020). The University students did not know that beetles were pollinators (33.7%) and that only about 40% knew that a moth was a pollinator. Another study that was done with primary students, secondary students, university students, and beekeepers, showed the differences in perceptions toward bees (Schönfelder & Bogner 2017).  Schönfelder & Bogner (2017) found that a bee sting was what most people feared but that the fear was instilled by being misinformed and that educational practices in pollinator conservation could help diminish this fear. Marselle & Colléony (2021) found that in order to change people’s perception of bees the driving factor was a lack of understanding.   Understanding people’s behaviors toward animals allow for better decision-making (Marselle et al., 2021; Penn et al., 2020). For instance, if students have a fear of being stung, then you would introduce them to bees virtually rather than using live bees, to help combat the fear. In a study using 32 conservation practitioners and 16 pollinating insect scientists from different industry sections, researchers discovered that policy was not in itself adequate (Dicks et al., 2013) and that public understanding was necessary. The purpose of this study was to assess students, professors, and staff, at a regional university and the surrounding community’s attitudes and knowledge about bees and pollinator conservation through participation in a  Bee Survey administered through Qulatrics and interviews in the community. STEM and non-STEM majors were compared to the community. Data were analyzed using SPSS and MAXQDA for the interviews to gain an understanding of knowledge, attitudes, and intended behaviors. This study adds to other studies that are similar in understanding what people know or do not know about bees and pollinators in order to inform possible conservation efforts. 

Abstract:

Problem Space. We know that early childhood STEM requires purposeful and play-based approaches to engaging young children in STEM learning experiences; however, less is known about how those learning experiences might occur. One recently proposed theory about how very young children begin to acquire STEM knowledge and behaviours is the STEM Play Cycle (Figure 1). This cycle originated in the UK and was based on informal observations of children younger than four years old. We are using the STEM Play Cycle as an analytical lens for data collected during repeated observations at a Canadian setting with toddlers (children aged 1½ to 2½ years).

Figure 1 The STEM Play Cycle

Research Question. How does the STEM Play Cycle align with observational data of toddlers engaged in STEM learning experiences and what modifications to the cycle, if any, are needed to better represent the data? In other words, is the STEM Play Cycle valid and if not, how can we improve it?

Design. The data for this verification were collected during multiple observations of toddlers engaged in STEM learning experiences where we could identify at least two of the STEM disciplines. We took fieldnotes and photos and turned the fieldnotes into narratives describing the toddlers’ and educators’ actions. We will use the STEM Play Cycle as an analytical lens as we attempt to validate the cycle or modify it as needed.

Results. The results of our analysis, which is a work in progress, will help inform future iterations of the STEM Play Cycle, which in turn can assist early childhood educators who are trying to purposefully support STEM learning with toddlers.

This Poster. We showcase the results of our analysis using the STEM Play Cycle. Feedback will contribute to the development of a theoretical framework, grounded in evidence, for very young children’s learning about STEM.

Abstract:

Since 2015 we have investigated early childhood STEM education, working with children 1½-6 years old and their educators. To capture data about STEM behaviors, we created an Observation Protocol (OP) that appears valid for use with STEM activities and children aged 4-5 (Authors, 2015). We based the OP on the Next Generation Science Standards, two provincial guidelines (British Columbia Early Learning Framework and Ontario’s Full-Day Early Learning–Kindergarten Program), and the relevant, although limited, literature at that time (e.g., Eshach & Fried, 2005; Furtak et al., 2012; Trundle & Saçkes, 2012).

We compared the two provincial documents to identify common aspects of effective early learning environments relevant for STEM education that would form the foundation of the OP. Along with these two documents, the NGSS contributed to our development of dimensions for each aspect. We drew on the EQUIP protocol (Marshall et al., 2009) and materials from Early Childhood Hands-On Science (ECHOS^®; Patricia and Phillip Frost Museum of Science, 2014a; 2014b) to develop indicators that would be evidence of the dimensions as they were enacted in an ECE classroom. It should be noted that our definition of STEM is the intentional emphasis of any two of the four disciplines within an activity or learning experience; although our focus with this OP is science and engineering, mathematics and technology appear within individual indicators.

After piloting and refinement, our OP consisted of four aspects – Questioning, Play, Process Skills, and Scientific and Engineering Practices – encompassing 16 dimensions, each with three indicators; early attempts to examine validity and reliability confirmed criterion-related validity and acceptable inter-rater reliability (IRR). However, several indicators would benefit from revision so that IRR is improved. With our poster showcasing the current OP, we seek input regarding possible revisions to enhance reliability, to strengthen supporting documentation, and possibly to generate a second OP more appropriate for younger children.

Abstract:

     This study fits into the research on discourse in science classrooms, as well as the research surrounding teacher noticing. Research in and around discourse in science classrooms has become especially prevalent in the past ten years, specifically since the inception of the Framework for K-12 Science Education (National Research Council., 2012) and the Next Generation Science Standards (NGSS Lead States, 2013). Both of these critical documents expound the need for rigorous discourse to be central in K-12 science classrooms. Studies have focused on discourse from the perspective of the teacher and students, looking at things like beliefs, skills, motivation, etc., surrounding talk in the science classroom. Research has also been done on how discourse affects relationships between students and teachers and students with other students (Bae et al., 2021).

     The area of research surrounding “teacher noticing” has also been given much attention in the past few decades. This area started in the field of mathematics education as researchers sought to answer questions surrounding what it means for teachers to notice interactions that are happening in their classroom (M. G. Sherin & Van Es, 2005). This area of research eventually made its way to science education, where several researchers are now studying noticing in K-12 science classrooms (Luna, 2018; Robertson & Richards, 2017; Zummo et al., 2021).

      This study seeks to answer questions surrounding the relationship between teacher facilitation of discourse and noticing in science classrooms. Specifically, this study seeks to address what the relationship looks like between teachers at different grade levels (elementary, middle, high) and how that influences teacher facilitation of discourse, and what types of things they notice surrounding this topic.

Abstract:

We are exploring inclusive practices of science teacher educators (STEs). To understand the socially situated action of teaching we use Activity Theory and Engeström’s triangle [subject, object, tools, community, division of labour, norms, outcomes] as our theoretical framework and analytical lens. We examined STEs’ (Subject) inclusive pedagogy in science (Object) while identifying strategies (Tools) used to embed inclusion in teaching. We investigated how contextual elements such as policies (Norms), professional communities (Community), and relationships developed within communities (Division of Labour) influence achievement of teaching goals (Outcomes). We designed a mixed methods approach to data collection, using a questionnaire to identify influential theories and frameworks. Respondents (N = 39) answered 13 Likert scale, closed choice, and open-ended questions, and gave demographic data. Two semi-structured interviews (~90 minutes total, N = 8) provided a closer look at how theories/frameworks were applied. Questionnaire responses suggested that STEs drew on multiple perspectives as they introduced teacher candidates to a range of strategies to meet the needs of all students. Interview responses revealed that respondents had 10-25 years experience (Subject) and were committed to helping teacher candidates develop PCK relating to inclusivity and science education (Object). STEs reported using a variety of conceptual tools including constructivist learning theory, modelling, and inquiry learning (Tools). Several STEs reported collaboration with other faculty members; some STEs noted lack of support from leaders (Community). Some STEs reported creating learning environments where authority and power were shared with teacher candidates (Division of Labour). Most respondents noted lack of access to learning opportunities, with little influence of university or faculty policies (Norms). STEs viewed inclusion as an important part of their practice (Outcomes). This Poster. We highlight the results and seek suggestions for the mixing of datasets and/or analyses.

Abstract:

This workshop is part of a larger NSF funded project that situates the lived experiences and narratives of Black heritage, particularly African American Gullah Geechee and other Blacks in the United States, in the science curriculum. This workshop is part of the culmination of this project to provide a series of lessons that use best practices in science pedagogy, such as the 5E model, inquiry, and argumentation to explore science concepts using various kinds of data. Attendees will unpack understandings using both scientific and historical data. The data provided is supported by the three dimensions of the Next Generation Science Standards. In this exploration attendees will unpack concepts related to disciplinary core ideas, as they think about their everyday lived experiences and narratives. Attendees will engage in scientific practices such as asking questions, analyzing, and interpreting data, using mathematical thinking and constructing explanations to name a few. This workshop could be replicated in preservice and inservice teacher education courses with the resources provided, to help students and teachers engage in critical thinking skills, learn science, and build understandings related to the social and cultural nature of science.   

Brief Pilot Test of Workshop
This research engaged preservice teachers, inservice teachers, principals, university professors of various disciplines, science educators, and other professionals who provided insights and feedback during the process. What was clear during this process was that insights into what should go into Black representation in the curriculum sometimes came from unusual places. Continued engagement highlighted the importance for all to unpack what this idea means much less what would go into the concrete steps. A brief pilot supports a need for this work as they explore narratives and data. This workshop will prompt participants to reflect on perspectives, feelings, and thoughts using data cards. 

Abstract:

The development of any personal identity is a complex process. Science teachers must develop not only a teacher identity, but also science and science teacher identities as well. When analyzing teaching identity, we seek to apply Akkerman and Meijer’s (2011) Dialogic Self Theory, where the duality of the factions of teacher identity coexist in a both/and context. In this dialogical approach of existing simultaneously in the both/and, a three-component framework is employed where multiplicity and unity, discontinuity and continuity, and the social and individual identities of self can coexist. Using a bounded case study approach, the purpose of this study is to understand how the identities of a preservice, novice, and veteran teacher evolve at different stages of career development, specifically through moments of stress or disequilibrium. Understanding the tensions teachers experience at different stages may reveal the growth of conflicting identities or I-positions in response to these moments of disequilibrium. The very nature of studying the “doubts, dilemmas, and uncertainties” of teachers through a dialogic approach initiates a more comprehensive understanding of the underlying complexity of each identity (Akkerman & Meijer, 2011).

We believe these conflicting I-positions may serve as a reservoir on which individual science teachers can internally turn to in times of career adversity or disequilibrium which may enable them to return to equilibrium sooner, and find higher levels of self-satisfaction in their own teaching. This study is unique in its inclusion and comparison of different stages of the teaching career including the preservice teacher, the novice teacher, and the veteran teacher, which allows for a comprehensive individual analysis and subsequent comparison of identity construction at different stages of the teaching profession. Findings from this study could have implications for teacher preparation programs, new teacher induction programs, ongoing teacher professional development, and persistence in the teaching profession.

Abstract:

In the second year of a science education fellowship (SEF) program, fellows engage in autonomous practitioner inquiry through the creation and implementation of a personal Growth Plan System (GPS) project.  This work-in-progress session will discuss a study investigating how fellows in a science education fellowship program conceptualize their professional learning experience, including how their prior lived experiences have played a part in the development and implementation of their autonomous growth plan systems. In particular, this study hopes to address the following questions:

1. How do fellows understand their experience designing and implementing a growth plan system as part of the SEF program?

a) What factors contributed to the fellow’s selection of their GPS project area?

b) What barriers, if any, were present that prevented fellows from engaging in this work prior?

2. How can the experience of a fellow designing and implementing a growth plan system be conceptualized through a lens of practitioner inquiry?

Through answering these research questions, I hope to generate new knowledge on how participants experience their journey designing and implementing a personal growth plan system and shed new light on science teacher professional learning.

Abstract:

Evolutionary theory, widely considered the unifying theory of biology, is essential knowledge for future science teachers, including preservice elementary teachers (PSETs). Conceptual development of evolution is influenced by discourse patterns employed during whole-class discussion. For example, the initiation-response-evaluation discourse pattern and triadic dialogue both involve the instructor asking a close-ended question, student(s) responding, and the instructor immediately evaluating the response(s) for correctness. These patterns undermine learning by supporting an instructor-centered approach to instruction, sending implicit messages that only instructors’ questions are sufficiently valid to devote class time and only instructors are appropriate judges of posited claims. 

In this study, we examine the efficacy of an instructional intervention in which PSETs analyzed diagnostic question clusters (DQCs) intended to identify non-normative conceptions about evolution. DQC analysis occurred during whole-class discussion that employed refutation discourse, which involves open-ended questioning, student responses, highlighting of contradictory claims, student evaluation of contradictions, and a summary of the explored content. Refutation discourse compels whole-class discussion driven by students’ claims and places students in the role of evaluator, compelling them to assess the validity of claims, supporting evidence, and logical reasoning. 

Data for examining PSETs’ understanding of evolutionary processes were collected during interviews before and after the genetics and evolution unit in an introductory biology course for future elementary teachers. In both interviews, participants were asked open-ended questions about evolutionary concepts modified from an evolution misconceptions diagnostic tool. In this presentation, we will specifically seek input on coding and analysis methods to address our research questions regarding the impact of the instructional intervention (DQCs used in conjunction with refutation discourse) on PSETs’ evolutionary understanding.

Abstract:

The Work-In-Progress we present illustrates the evolution of a set of formative assessment tasks that require prospective teachers to write about and draw models to explain their current ideas about why or how the phenomenon occurs based on prior knowledge initially and then grounded in evidence as interpreted from investigational data. Lastly, they listen to other groups’ explanations and representations displayed in the drawings before completing a provisional model (revised model) based on scientific evidence and others’ ideas and interpretations.

The poster includes two sets of formative assessment task sheets to represent how the tasks changed over time based on prospective teachers’ use in a physical science course for prospective elementary teachers. Their difficulties lie in representing inferences during the generation of initial models and using indirect evidence to make sense of the phenomenon. They believe representing the indirect evidence in the model is enough to explain why the phenomenon occurs.

Abstract:

A growing emphasis on human efforts to consider “limits to growth” and to live “in harmony with nature” necessitates an education that moves away from teaching about scientific principles and knowledge to a focus on changes in learners' actions and behavior. In this study, we examined the implementation of high leverage practices (HLPs) that undergraduate instructors used to support students’ engagement in environmental service learning. These HLPs included: eliciting initial ideas, informing approaches to problems, developing informed solutions. As part of a two-course undergraduate sequence known as the Environmental Corps (E-Corps) program, students’ facility in solving complex community challenges was supported by their instructors’ use of HLPs. This qualitative study used interviews and observations to investigate the characteristics of instructors’ use of HLPs within environmental sustainability focused service learning courses. The program was initiated in 2016 and the data for analysis was collected over the course of three academic years, from Fall 2019 to Spring 2022. Two main findings have emerged after the data analysis in connection to instructors' HLP use. First, several specific moment-to-moment instructional moves emerged as important when enacting in the HLPs (e.g., questioning, making connection between environmental issue and impacts, proposing initial solutions, and considering diverse perspectives). Second, several instructional designs and commitments were identified (e.g., the use of real-world scenarios, group discussions, community involvement, role playing, guest lectures, and field investigations). These moment-to-moment moves, designs, and commitments were used in both similar and different ways within the three different E-Corps courses depending on the teaching and learning contexts. Findings illuminate the role HLPs can play as anchors for support the development of emergent instructional moves, designs, and commitments in the context of E-Corp courses specially and science teaching and learning more generally.

Abstract:

The current prospects of low youth participation in STEM are concerning for many tribal communities who have an ardent desire for Native American science achievement and participation in scientific fields to secure tribal sovereignty and nation building. Tribal governments need indigenous professionals that are familiar with the language, culture, and traditional teachings of their communities to manage tribal environmental issues and natural resources to support continued self-determination and sovereignty. Educators must recognize that science and science instruction are not acultural but reflect (often Western) values and worldviews. Acknowledging and intentionally redesigning learning environments with this perspective could lead to new kinds of science learning for Native and Non-Native students, and lead to collaborative action toward our collective environmental challenges.

This research seeks to explore Indigenous Science perspectives in climate change education and the potential impacts of Native Science educational experiences on Native and Non-native undergraduate science students (including pre-service teachers). Students will learn with and through the local environment and collaborate in an extended learning community connected through a local climate change issue; intentionally cultivating an ecosystem of practice (educators, scientists, tribal, local, and governmental agencies, and our non-human kin) to address collective environmental challenges. How do learning experiences that use land as pedagogy develop students’ capacity to engage in multi-eyed seeing and bridge Indigenous and scientific worldviews? Does this impact participants’ understanding and thinking about the nature of science? Are Native American students more likely to pursue a science profession and/or service to their tribes? These are a few questions and ideas under development. Please join me to explore developing an Indigenous Science Education framework, potential impacts to investigate, and the role of science educators in community resiliency and stewardship.

Abstract:

There is need for promising instructional practices that will engage students to be successful in STEM. The Covid-19 pandemic that caught the world in surprise resulted in after-effects that could exacerbate food insecurity, hunger, and global poverty especially on the most vulnerable populations and the poorest nations. Because of Covid-19, food emerged again as a vital element of life. We need to grow enough food so no one is hungry or malnourished. Agronomy feeds the world. Agronomy involves crop production and management of the soil. Agronomy includes multiple fields of science that embody the disciplinary core ideas (life sciences, physical sciences, earth and space sciences, and engineering and technology) and practices that align with the science and engineering practices of the Next Generation Science Standards. Agronomy can thus serve as a great resource for instructional practices that will enhance the teaching and learning of STEM. The field of agronomy is currently experiencing minimal interest by students to pursue agriculture. It is important to introduce agronomy to students in K-12 through substantive learning of science, which will motivate them, enhance their success in STEM, and possibly create a pipeline for agronomists and farmers. It is crucial to include the various fields of agronomy in school curricula in ways that will motivate students to develop an interest and engage in the discourse and practice of agronomy. A collaboration between agronomists and teacher educators will contribute to effective curricular materials that align with the science standards. Engaging students in science through agronomy is a feasible solution to the global concerns depicted in the United Nations Sustainable Development Goals on quality education, poverty, hunger, good health and wellbeing. This presentation is to create an awareness of the essence of collaborating with agronomists to enhance STEM teaching and learning for human sustainability.

Abstract:

Work and play have long been thought to be at odds with each other. If you're working, there is not play, and vice versa. Schools are typically regarded as places of work, places to become college and career ready. At best, play is exiled to elementary schools, where it is still seen as free time rather than learning. However, a growing body of research indicates that play is an important part of human learning that can empower students and open minds. When students do not have these opportunities their creativity and joy of learning is stifled.

Learning science is not just about acquiring knowledge and skills; it is about developing a sense of wonder and curiosity about the natural world. Using play in the classroom can help students develop skills and dispositions that science teachers value. Play can inspire student to be curious, try new things, take risks, and collaborate with others all within a safe space. These are all the skills that science teachers are looking for while teaching but even beyond looking at STEM careers look for in their future employees.

So why don't we see more play happening within classrooms, specifically our science classrooms if it is so helpful to our students? For classroom teachers there are many obstacles that prevent them from incorporating play-based instruction in the classroom, especially in the secondary levels. These obstacles range from unsure how to connect play to content to curriculum and poor behavior. Play is the original lesson plan. What would classrooms and learning look like if we played more?

Abstract:

Recruitment of teachers in general, and science teachers in particular, is an ongoing issue that is only becoming more pressing. Science teacher shortages have caused many teaching positions to go unfilled or to be filled by individuals who lack the relevant teaching credential. Prior research has studied pre-service or in-service science teachers to understand their motivations to teach. But in terms of recruitment, focusing only on this population provides only a partial story. To learn about what turns people away from teaching, we conducted an anonymous survey of first-year undergraduate students at a large public research university in the Southwestern United States. The survey included general questions about students’ educational plans, career goals, and what they value in a career. It also included questions specific to the teaching profession: whether respondents would consider teaching, what they saw as the reasons not to teach, and overall perceptions of teaching as a career.

Data collection from this survey concluded in Fall 2022, and in this Work-In-Progress session we will share our preliminary results. Over 600 students completed the survey from a wide range of undergraduate majors (in our presentation, we will compare the responses of STEM majors versus non-STEM majors). We found that many students indicated that, although they are not planning to teach, they would consider it. While all respondents recognized that teachers make important contributions to students and communities, we found that respondents who were less open to teaching had increasingly negative views about the quality of teaching as a career – primarily in terms of pay and working conditions. Even among those respondents who were strongly considering teaching, negative perceptions about teacher pay and stressful work environments were ubiquitous. Many respondents reported that they had been discouraged from teaching, most often by family members and friends. We invite conference attendees to discuss with us the implications of these findings for science teacher recruitment.

Abstract:

Authentic learning can increase students' understanding of the content being taught. While current research exists about the benefits and development of authentic learning, research that specifically explores authentic learning in secondary science classrooms is scarce. This goal of this study was to explore teachers’ perceptions of authentic learning, their perceptions of how science teachers stay current with the latest science technologies to be able to offer authentic learning opportunities, and their experiences with science professional development in their school district. This study for collected data from one dyad focus group and four interviews of secondary science teachers within the district of interest. The results show that teachers want to use more authentic learning activities because of the benefits to students, however they identified many challenges faced when trying to implement the strategy. Teachers also indicated they are generally dissatisfied with the quality of science professional development they are receiving from their school district. Additionally, teachers noted they rely on self-education and non-district professional development for their continuing education in science, due to the lack of opportunities of science PD offered by their school district. The findings of this study contribute to the current understanding of challenges educators may face if they are considering the use of authentic learning and provides several recommendations for improving science professional development.

Abstract:

How are we gauging creativity in our science students? Are we, indeed, developing the ability to think creatively? Creativity is central to the enterprise of science. Science is often viewed to be rigid and linear, when in fact, it is exploratory in nature and requires creativity in all aspects.  

We are working on an assessment to determine whether we are developing scientific creativity in our students – leading to greater success in STEM fields. As scientific creativity is not easy to measure, this work can help science education researchers who want to examine whether learners develop scientific creativity over time. 

In this poster, we ask questions about scientific creativity, connect to the research literature, share a constructivist framework, and describe how we have refined Weiping Hu’s initial development of an assessment of scientific creativity for Chinese and UK English audiences. Our goal is to create a similar assessment for U.S. populations. We piloted the first version, examined the first data set, made revisions to the instrument, and are now piloting our second version. 

We invite fellow scholars to provide feedback and suggestions about this project. 

Abstract:

Play is recognized internationally as the primary way young children make sense of the world and a fundamental component of their development. Young children naturally, without intervention, engage in science and engineering practices (SEPs) through play in sophisticated and robust ways. They are curious about the world, pose questions, investigate their surroundings, and make sense of evidence gathered through play to help answer their questions. Such engagements frequently happen, with little prompting, and result in deep scientific exploration which serves as a critical stepping stone for sensemaking in later years. 

Educators can deepen, enrich, and extend these natural engagements with SEPs through play by 1) recognizing when children are engaging in sophisticated science sensemaking through play, 2) carefully setting the stage for more frequent and more sophisticated engagement with science and engineering practices through play, and 3) strategically providing additional materials or verbal and non-verbal prompting during play. One tool, the Science and Engineering Practices Observation Protocol (SciEPOP), can help educators with these steps in order to further develop children's natural engagement with SEPs through play.  We are in the process of developing a series of professional learning modules for early childhood (PreK) and early elementary (K) educators to recognize, deepen, and extend children's natural engagements with SEPs through play while leveraging the SciEPOP as a powerful professional learning tool. This poster will explore the design of these modules to engage educators in recognizing when children are engaging in SEPs through play and consider approaches to deepening and extending such engagements.  Modules will showcase video-based examples of children in play in order to engage educators in recognizing play, the scientific phenomena children are exploring in that play, and the SEPs children are engaging with during play.

Abstract:

The purpose of this study is to replicate and evaluate a Science and Literacy Instructional Model intended to help primarily Hispanic bilingual/ELs and economically disadvantaged students succeed in science as measured by district and state standardized science achievement scores. The Science and Literacy Instructional Model being replicated includes elements noted by previous research to be effective for addressing the needs of diverse learners in science. Major components include (1) innovative vocabulary strategies (2) structured speaking and writing and (3) purposeful planning. These components are based on research noting the importance of teacher engagement with a focus on student discourse and curriculum when planning science lessons. The vocabulary instruction implemented in this study involves opportunities for K-5 students to actively process and apply academic language during instruction. Getting K-5 Hispanic bilingual/ELs and economically disadvantaged students to speak and write about science is a challenge repeatedly noted by researchers in the field. Purposeful planning is based on theory noting the importance of teacher agency on quality professional development and the premise of the importance of quality and sustained professional development, as noted in previous literature in science education. Purposeful planning provides training and tools for how to integrate language easily and effectively during instruction. During planning, teachers consider the quality and quantity of vocabulary related to content while identifying the strategies they will use to support classroom discourse. The study setting is an 800-student dual language elementary school campus in central Texas. The study was initiated in September 2022 and will end June 2023. Participating teachers attended a 6-hour professional development in September 2022 and meet monthly with university researchers. District leadership meets with participating teachers to plan science instruction on a bi-weekly basis.  

Abstract:

Delivering a new, national curriculum across multiethnic communities presents challenges. This mixed-methods study focuses on developing a baseline for teacher self-efficacy and local needs to effectively integrate STEM into the curriculum. Vestiges of Dutch colonialism, including the official language, that permeate Surinamese society have also heavily influenced the educational system. Alone, cultural and linguistic norms established in geographically and economically distinct districts throughout the country challenge educators trying to implement a Eurocentric curriculum. Integrating an even less familiar STEM component among subject areas without clear relevance to the wide range of local cultures complicates the instructional process, particularly in rural or remote villages.

This initial study sought to assess the level of teacher preparedness and their perceived needs to begin integrating STEM concepts with their curriculum. Despite the multicultural differences across districts along with significant variation in resources, there were some common themes noted. Somewhat surprisingly, no significant differences in self-efficacy were found among teachers across diverse communities or experience levels.

It was clear that most teachers possessed a strong penchant for their subject, a desire to teach it well and in connection with other subjects with an overall sense of fiducial responsibility to their students. Conversely, many had less confidence in their ability to implement a new way of teaching that did not resonate with their own, traditional education.

Gleaning inferences in small, non-randomized studies presents methodological challenges. Further investigations may more accurately detect any true relationships between groups or variables. The study does, however, provide the country of Suriname with a preliminary baseline to work toward higher self-efficacy among science teachers and move forward with a systematic review of its efforts.

Abstract:

Literature surrounding SRL in general centers on using it as a means towards refocusing a teacher’s pedagogical content knowledge. Studies that highlight approaches towards teacher questioning range from analyzing the types of questions based upon the purpose, structure, lesson cycle cadence, nature of questions & responses, teacher responses, and teacher autonomy (Chin, 2007). There is also a plethora of research available pinpointing environmental factors which can support SRL within the context of formative assessments. Additionally, research surrounding assessment literacy has situated itself to gain traction towards better assessment questions, decisions, and scoring. However, a broad view of research along the intersection of SRL, teacher prompts, and assessment literacy is limited and typically not inclusive of all three of these points. Working with educators to cultivate self efficacy and proficiency in utilizing SRL prompts, is paramount to building scientifically literate decision makers who can use their science content knowledge towards a multitude of academic measures. Thus the purpose of this study is to analyze whether or not science teachers who are given professional development and coaching cycles, on SRL questioning during assessment preparation, will have any effect on the results of a pre and post SRL questionnaire regarding teacher questioning. Within the context of assessment preparation, this study will expand the knowledge of both pre-service and inservice teachers to help their students by way of SRL question strategies which allow for the planning, monitoring, and regulation of a student’s own learning process (Ifenthaler, 2010).

Abstract:

When it comes to the future of global dominance in technology and innovation, the outlook for the United States is dismal. Fourth graders in the United States rank 15^th out of 64 countries with regards to math, lagging behind China, Russia, Japan, and South Korea (Athanasia & Cota, 2022). In addition, only 21% of high school seniors in the United States test as ‘proficient’ in mathematics and science (Athanasia & Cota, 2022). These findings suggest that the integration of Science, Technology, Engineering, and Mathematics (STEM) into the curriculum may not be generating its intended results. In recent years, leaders and educators have attempted to improve upon existing STEM programs, as well as student creativity and problem-solving abilities, by integrating an Arts component (Mejias et al., 2021). While this newer approach, called Science, Technology, Engineering, Arts, and Mathematics (STEAM), shows promise in improving the readiness of the future workforce, teachers may hesitate to integrate STEAM into their classrooms due to a lack of experience and confidence (Moghal et al., 2020). Furthermore, gaps exist in the literature regarding the training of teachers in STEAM knowledge and skills (Moghal et al., 2020).

Abstract:

The primary focus of this paper is to investigate the variability of students’ science achievement in TIMSS 2019 as a function of student and teacher-level factors. Students as a level-1 factor, and teachers as a level-2 factor. Science achievement scores of 7652 students in grade 8 who participated in Trends in Mathematics and Science Study (TIMSS 2019) were analyzed. The sample included 409 teachers across the United States. Specifically, this study uses multilevel modeling to probe how science achievement varies among students and to understand the variables that significantly affect science achievement. This study shows that some factors play an essential role in students’ science achievement scores and the implication of having those factors in the model. At the students’ level, students' perception of how good teachers explain science content is a significant predictor for students’ science achievement. Students who agree about how good teachers explain science content are likely to have higher scores for science achievement. At the school level, teachers ask students to interpret data, and years of teaching experience are significant predictors of science achievement. Teachers who ask students to interpret data during learning have higher scores for science achievement. Since this finding is important, teachers should be encouraged to provide opportunities for students to interpret data in the learning activities. Further, teachers who have longer teaching experiences also have higher students’ science achievement scores. Because this predictor is also significant, experienced teachers may have opportunities to share their experiences and teaching practices with novice teachers in formal and informal ways.

Abstract:

Rejection of well-established science has been noted in publicly contentious science issues such as Climate Change, Evolution, and COVID-19. Science education research has shown limited, positive impacts of scientific knowledge on the acceptance of contentious issues. However, recent research has begun investigating the association between psychologically driven motivated reasoning and acceptance of science.

This study investigates factors that associate with the perceived credibility of five well-established, yet publicly contentious science ideas (e.g., Climate Change, Big Bang theory, Geologic history, Evolution, and Vaccinations). Data was collected from 80 nonscience major students enrolled in a general science course. Collected data includes credibility ratings of the five science ideas and written responses of evidence and reasoning. Preliminary findings reveal Climate Change and Vaccinations had the highest levels of perceived credibility while Big Bang theory and Biological Evolution had the lowest average credibility rating. Thematic analysis revealed several contextualized ways students perceive the credibility of scientific ideas. These include a misunderstanding of methodological naturalism, an inaccurate belief about controlled experiments and direct observations, and problems with scientists making claims about the distant past with accuracy.

The results of the preliminary analysis reveal several implications for science education and college science teaching. First, in introductory college science classes, explicit attention should be given to the relevant nature of science ideas. For example, when introducing the history of Earth, attention should be given to the ways scientists establish credibility without direct observations and controlled settings. Additionally, when introducing concepts with religious connotations, addressing methodological naturalism and the intersection of science and religion can prove fruitful in establishing credibility and acceptance.

Abstract:

The impact of healthcare provider shortages (Mercer, 2018) are not felt equally across the nation with people living in rural areas having both less access to healthcare and worse health outcomes (AAMC, 2021, pg. 19). Starting with inspiring rural students to pursue healthcare careers may be critical to fill the gap. Exploring the intersection of Career & Technical Education (CTE) and STEM education in elementary education may foster critical awareness and interest in rural healthcare careers.

CTE focuses on the need to prepare students for jobs after school in diverse ways from specialized courses to integrated school wide programs (Kim et al., 2021). CTE programs are viable paths to help close the healthcare provider gaps, yet rural areas have challenges to implementing CTE programs.

STEM Education also focuses on raising interest in STEM careers, such as healthcare (Kemp et al., 2021). Improving students’ access to quality STEM education has been a focus of rural educational reform for many years (Harris & Hodges, 2018), and many solutions exist to support rural communities in STEM such as developing external sources of aid, approaching STEM education in a locally relevant way, and equalizing current outreach disparities (Boyer, 2006).

In order to explore the intersection of STEM and CTE in rural areas, an instrumental case study was used to study a fifth-grade biomedical education project. The case, Authentic Community Engagement in Science, aims to build interest in biomedical careers with rural and American Indian communities, through the co-creation of locally relevant curriculum with community members and teachers. Our work aims to build on the power of local rural communities through the co-construction of curriculum. It is our hope to use the knowledge present at ASTE to further our abilities to work in diverse communities by learning from others who have engaged in collaborative educational projects involving communities and teachers, particularly in rural areas.

Abstract:

To address the decreasing amount of time and resources dedicated to science learning in elementary schools, we designed an interdisciplinary instructional model called Touch-Talk-Text that complements Bybee’s 5E Instructional Model (2006) by engaging students in hands-on/minds-on science learning while developing reading, writing, speaking, listening, and language skills. In this study, pre-service elementary teachers (PSETs) enrolled in an undergraduate elementary science teaching methods course were introduced to Touch-Talk-Text and planned interdisciplinary science lessons using NGSS-based lesson plan resources and following the 5E lesson format. PSETs used the Touch-Talk-Text model to first plan and teach interdisciplinary science lessons to their peers and then taught their revised Touch-Talk-Text lesson a second time to a group of elementary students. Throughout the course, PSETs' completed written reflections and participated in interviews about their experiences planning, teaching, and adapting a Touch-Talk-Text lesson. Findings suggest that the Touch-Talk-Text model supported PSETs’ development to support elementary students’ science learning and their use of science activities that complement students’ literacy practices. The common experiences shared by these PSETs demonstrate that when teachers prioritize creating science experiences for all students, teachers may be more motivated and confident to continue teaching science in ways that engage their elementary students. 

Abstract:

Education research has established the teacher as the most significant classroom variable in student learning. Strategic well-phrased questions, appropriate wait-time I and II, nonverbal behaviors, and effectively playing off students’ ideas promotes discourse, reveals student thinking, and promotes conceptual development. This becomes increasingly critical in science instruction where high levels of abstraction leave students vulnerable to the construction or reinforcement of misconceptions about complex scientific ideas. For example, Southerland et al. (2005), in a study of a third-grade urban classroom, reported that: “…despite a school year of learning cycle-based lessons, conceptual discussions about the physical phenomena the students were exploring occurred only in the presence of an instructor probing them for explanations. …If the students were to make sense of this activity so that it bore a resemblance to a scientific understanding, then the teacher’s monitoring and shaping of ideas and observations became necessary” (pp. 1043-1044). The well-established role of the teacher necessitates that classroom intervention studies provide a high-resolution analysis of teacher’s practices to pinpoint and provide confidence in the investigated intervention. This study examined all articles published in JRST, Science Education, and JSTE during 2020 and 2021. 111 intervention studies were identified among all articles appearing in those journals during that period. We then closely examined each of those 111 articles and coded their analysis of the teacher’s role as high-resolution, moderate, vague, or absent. Few studies provide the necessary analysis of the teacher’s role (e.g., questioning, wait-time, encouraging non-verbal behaviors, monitoring and shaping of learner’s thinking) to have confidence in the stated findings of the intervention. In most studies, the teacher impact could not be ruled out as perhaps having a greater impact than that of the identified intervention. Such lack of transparency has far reaching implications for science edcuation research. 

Abstract:

As part of an NSF-funded project, we modified our secondary science teacher preparation program to focus on the authentic practices of STEM. Specifically, our preservice teachers now complete their own individual science fair project and also mentor secondary science students as they work on projects for the regisional science fair. On this poster, we will share the strategies that we used in our methods courses and field placements during this past year to introduce students to authentic STEM practices and to provide opportunities for them to engage in those practices. This work is related to the first of three cohorts of preservice STEM teachers who we will work with both in their preservice teacher preparation program and through their first four years of teaching. Additionally, we plan to share our data collection and analysis plans as we go forward into following these preservice teachers into their own classrooms. 

Abstract:

Over the past few decades, reform documents have underscored the significance of reforming undergraduate science education in achieving the goal of preparing a scientifically literate population and safeguarding our democracy and the future of the STEM workforce. This presentation will focus on the collaborative action research conducted by the co-presenters in order to reform and modify an introductory undergraduate biology course taught by the third author/presenter with professional support and feedback provided by the other authors/presenters. The findings will be discussed in the form of a case study focusing on: 1) the course instructor’s initial and post conceptions of the nature and process of science, students, teaching science, and student/teacher roles in the classroom, 2) key features of pre and post classroom instruction, 3) perceived barriers or concerns with implementation of inquiry-based changes, 4) course instructor’s overall reflection on the professional development received and experiences of modifying courses, and 5) next steps in further modifying the course based on current observations. This study will be of major interest and relevance to ASTE participants including U.S. and international science educators and researchers interested in issues related to undergraduate science education and faculty professional development.

Abstract:

While recent surveys focused on adults’ understanding of pollinators, school-age students were excluded from these studies. This study focused on secondary students’ knowledge about bees and attitudes toward protecting them. We designed an online survey using Qualtrics about bees, honeybees, and pollinators. We found that students underestimated the number of native bee species and overestimated the number of species of honeybees. Students overwhelmingly expressed a strong desire to protect bees, protect wildlife, and protect pollinators, even though students were cautious of being stung by a bee or somewhat afraid of insects. Despite underestimating the species of native bees and over-estimating species of honeybees, students were able to correctly identify a bee from a non-bee species. Native bees common to the U.S. that are not black and yellow were often misidentified. Students had difficulty identifying a honeybee and agreed that honeybees were an endangered species when in fact only one honeybee species exists in the U.S., introduced from Europe. The bumblebee was misidentified as a honeybee. Our results compare to findings from other studies and identified many misconceptions about bees and bee conservation. It is important to understand what you desire to conserve. Pollinator conservation programs and in-person interactions with bees can increase support for pollinators and decrease the fear of bees. There are many ways to do this including dedicated space for pollinator habitats, pollinator-related activities and policies, social media campaigns, remote beehives, and participation in citizen science projects around bees. In addition, pollinators, as indicator species, are linked to overall environmental health including climate change. A greater understanding of bees and bee conservation by students and their families may provide a way to support an overall understanding of environmental systems. This study clearly indicates the need to develop effective school and public outreach programs related to native bees and bee conservation.

Abstract:

Collaboration in science has become a critical practice and is much more prevalent in industry and university courses than it was even a decade ago. In response to the increased emphasis on collaboration and team science, educators at all levels of the K-16 educational context have sought to create generative learning environments which leverage team practices. Collaborative teamwork is fundamental to successful research and work across industries and is a desirable skillset for employers. Yet, students receive little training in how to effectively work in teams (team science). We are implementing team science training in course‐based undergraduate research experiences (CUREs) to support the development of transportable team competencies (skills, knowledge, and attitudes) in undergraduates. Team science training is implemented in research experience classes at a university across four disciplines: biology, chemistry, geology, and engineering. The purpose of this study is to illustrate the validity and reliability of a newly developed measure of TKAS related to team science implemented in an undergraduate research based interdisciplinary course setting. The overall study design was a non-randomized intact multiple administration design. Results of this study indicate that TKAS is a valid and reliable measure of the single construct known as team science.

Abstract:

How do you engage students to connect the past and present?  How do you teach students to dissect essential questions and create links between science and public policy?  Start with stories. Turn that attention into meaningful learning with strategies from Retro Report’s free library of films and lessons. In this session, educators will examine the Retro Report library and explore the collection of lesson plans, student activities, and multimedia resources. They will discern how to use short-form documentary films to drive the inquiry process with students through interviews, archival footage, and photos. Environmental science classrooms often face a disconnect between how science, public policy and lived experience interact. Retro Report has a growing collection of resources to help teachers engage students with fact-checked films and resources to bridge this divide.

Abstract:

This work attempts to characterize PhD-granting programs in physics and astronomy in the USA, including their requirements for admissions, candidacy, and graduation. These will be compared to recommendations from professional organizations in the field (such as the American Association of Physics Teachers, American Astronomical Society, and American Physical Society). In addition, they will be evaluated with a critical theory lens for structural barriers to minoritized students, and to determine if there are any support structures in place. Preliminary work has been performed on a subset of programs which allow graduate students to submit dissertations on physics and astronomy education research (PER/AER), and descriptions of these programs are included in this proposal. The final conference paper will include more data from non-PER/AER programs.

Abstract:

As future generalists in the classroom, pre-service elementary teachers (PSETs) are trained to prepare to teach a wide range of courses, subjects, and topics, such as reading, math, social studies, and science. Like K-12 teachers in general, PSETs may possess strengths and weaknesses in some of those subjects. Those strengths and weaknesses may stem from their prior experiences, interests, or confidence in teaching a subject. This study aimed to describe PSETs’ confidence in their science performance and assess the impact of an inquiry-based science methods course on their scientific content knowledge (SCK). Data collected for this study consisted of a diagnostic science content assessment, a post-assessment, and qualitative responses to questions related to perceived confidence in science. Findings reveal that PSETs’ confidence may play a role in their change in content knowledge.

Abstract:

The purpose of this study was to develop a professional development program (PDP) that teachers can use as a guide to increase their knowledge of CT. The research questions will be; What are participants (preservice teachers)’ understandings about CT and how can it be improved? How did methodology course influence preservice teachers’ theory and practices about CT? There are 3 steps for this study. First, the researchers (authors of this study) developed a survey where participants checked their knowledge about CT in general. 17 Participants (senior preservice teachers whose major is earth science education) did not CT at all at first. This survey asked participants to check if they were familiar with CT components with their definitions. Second, participants experienced one engineering based STEAM lesson developed by the researchers in this study. Participants were offered the following chances to learn wave energy power, whose pragram has been developed by the researchers with the goal of making participants understand CT. Third, Students participating in this study were surveyed again to check if they experienced each item of CT practices (from pre-survey) after STEAM lessons.  The results of this study include; Students demonstrated that CT is not related to a computer game, nor computer tool, but still thought that CT is like computer thinking process. Students were not familiar with the terms of big data, abstraction, and decomposition at first. However, when they became to know what those terms were related to what activities they carried out during STEAM lessons by the researchers, they agreed that they did those CT practices. This study implied that science educators need to develop STEAM lessons with CT practices to equip preservice teachers with competencies of CT theory and practice in science lessons.

Abstract:

In the wake of the Covid-19 pandemic, online courses are increasingly common, raising questions of how science teacher educators might meaningfully engage preservice teachers in science practices via online courses. To investigate this question we collected lesson plans, lab reports and course exams from 81 preservice teachers enrolled in a physics course designed specifically for preservice elementary teachers, and conducted semi-structured interviews with 13 of these preservice teachers. Approximately half of the  group took the course in person in 2019, while the others took the course in 2020, completing the first half of the class in person and the second half online due to the pandemic. We coded the lab reports for science practices and sub-practices, and open-coded the interviews for preservice teachers’ views and experiences regarding the science practices. Our findings suggest that the use of scaffolding such as guided lab questions may enable preservice teachers in an online course to engage in science practices at a level similar to their peers in in-person courses.

Abstract:

In the midst of the planet’s human caused 6^th mass extinction event, we must reframe the relationship between extinction and evolutionary theory to prevent students from misunderstanding and misusing evolution to explain modern day extinction. We surveyed undergraduate biology students (n=163) about the role of natural selection and genetic drift in three extinction cases to better understand how students think about extinction. Even after completing units on natural selection and genetic drift, many students misattributed the threatened status of the panda (59%, 31%),), the extinction of a hypothetical plant (34%, 32%), and the dinosaur extinction (50%, 22%)) to natural selection and genetic drift respectively. Instructing on the differences between the evolutionary mechanisms of natural selection and drift and extinction and highlighting the role of catastrophic environmental change in historic and modern-day extinction is crucial for educating about evolution and extinction in the Anthropocene.

Abstract:

The adoption of Next Generation Science Standards (NGSS) and three-dimensional (3D) pedagogy necessitates a paradigm shift in how teachers choose to teach. Since reform happens at the classroom level, research should seek to understand the teachers responsible and how they engage with 3D pedagogy. However, science education literature implicitly assumes all teachers will teach three-dimensionally given enough time and professional development. In this way, teachers play an invisible role in the foundational and supporting literature for NGSS and 3D pedagogy, where they are addressed only in terms of what practices they need to adopt and what support to provide them. The lack of consideration for teachers as individuals in the progress of science education is a significant oversight with consequences for both teacher well-being and education reform.

Of the myriad factors which might contribute to instructional choices, the perspective of teacher identity promises insight into the adoption of 3D pedagogy. Teacher identity directly influences reform adoption and student achievement; however, it is often explored within a narrow definition of “science teacher” identity, rather than a holistic view of identity. Science teachers do not leave the rest of who they are at the classroom door, so to fully understand teachers’ pedagogical choices requires a broader view of their complex, whole person identities. This session presents results from a study examining how two secondary science teachers represent their complex personal identities in their implementation of 3D pedagogy. Data include written teacher stories and open-ended interviews to gain an understanding of how teachers define their own identities and how they bring them to bear in their classrooms. These data are paired with classroom observations as a ground-truthing of 3D pedagogy and the representation of the teachers’ identities in practice.

Abstract:

While research experiences for undergraduates and for teachers have existed for some time, research experiences for pre-service teachers are less common. How can these programs be designed to promote teachers’ understandings as well as identities as scientists and science teachers? This poster describes the development of a pre-RET program and shares lessons learned and findings from the first cohort.

Abstract:

Mentoring is increasingly recognized as important to teachers’ successful transition from student to full-time teacher. While there has long been attention toward mentoring of student teachers, less is known about approaches to mentoring during teachers’ induction years. During this roundtable discussion, we will describe our efforts to develop, implement, and iterate upon mentoring as a form of induction support for secondary science teachers. We explain the conceptualization of the mentoring initiative in terms of four dimensions of teachers’ professional practice and varying mentoring approaches and formats. Examples of program components are shared to illustrate the program design. Lessons learned from the program’s implementation are explored, utilizing participant data as evidence, and plans for future iterations are discussed. The roundtable will encourage sharing of ideas and consideration of collaborations amongst ASTE members who are engaged in similar induction mentoring efforts.

Abstract:

This study explores how high school teachers at two study sites integrated geospatial thinking and reasoning activities into their classes across a range of primarily STEM-related subjects using geographic information systems (GIS) software. These activities were part of socioenvironmental science investigations that incorporated project-based learning principles. Classroom observations, teacher interviews, and student learning artifacts provided evidence of which geospatial learning and reasoning activities were carried out during the four-year project’s first two years, the extent to which the activities facilitated students’ geospatial thinking and reasoning, and the extent to which the principles of project-based learning were accomplished in practice. The findings indicated that teachers experienced both successes in practice as well as challenges, including structural barriers, challenges in using technology and teaching the GIS software, student motivation, and difficulties in meeting project-based learning goals.

The session’s roundtable format will allow the authors to describe and explore the teachers’ socioenvironmental science projects and incorporation of geospatial thinking as well as challenges that they encountered in attempting to implement these projects. The roundtable discussion will also allow the authors and attendees to discuss the roots of both the teachers’ successful practices and their areas of challenge, as well as identify and elaborate upon areas that hold possibilities for continued teacher growth in leading such activities and investigations in the project’s final two years.

Abstract:

Within the ambitious vision for science education outlined by the NGSS are two instructional challenges: a) designing and/or selecting instructional tasks that maintain high cognitive demands for students to simultaneously engage with science practices and learn core science concepts; and b) providing and managing opportunities for students to talk productively with one another about their problem-solving approaches, solutions, models, etc. As preservice teacher educators, we took up the challenge of planning and implementing instruction and facilitating learning opportunities that would prepare PSTs to be well versed in teaching practices and frameworks that can best meet the challenges they might encounter. We report on the implementation of the 5 Practices Framework for Orchestrating Productive Task-Based Discussion in Science (Cartier et al., 2013) in a second science methods course and the symmetry in that learning environment, where PSTs learned in ways that paralleled how students learn. Qualitative analysis of PSTs’ lesson plans and monitoring checklists included coding for range of student strategies, planned talk moves, and backpocket questions. We followed this with an examination of patterns to discern PSTs’ understanding of and capacity to use the 5 Practices Framework as a planning for diverse student thinking. We found that immersing PSTs in the 5 Practices Framework, modeling the tenets of the framework for PSTs in ways that parallel how students learn, and a collaborative planning, rehearsal, and feedback cycle expanded PSTs’ use of the framework, heightened cognitive demand, and provided more opportunities for student-centered sensemaking in instructional materials and planning tools.

Abstract:

Elementary students come to their learning communities with a range of prior knowledge, experiences, beliefs, skills, values, and interests. For this reason, deep and rich science learning happens when teachers actively engage students’ everyday language, prior experiences, and cultural foundations and view them as an asset for learning rather than a misconception. Effective science teaching requires that teachers notice and attend to students’ thinking and the ways in which they explain their ideas surrounding science concepts, because students reason about their experiences in the natural world using their everyday thinking to form ideas about how and why phenomena occur. This design-based study investigated preservice teachers’ framing of what counts as a “good” scientific explanation and explored the ways that preservice teacher noticing of elementary students’ thinking expanded over time. Data sources included small and whole group discussion transcripts and reflections made in class notebooks, both of which were synthesized into Noticing Profiles for each preservice teacher. We propose that anti-deficit noticing of students’ thinking and explanations in elementary science consists of three main aspects: 1) listening for and identifying important facets of an explanation, 2) using an asset- and funds of knowledge-based approach to reason about what has been heard and the foundations of students’ ideas, and 3) making choices about how to respond to students in ways that honor and celebrate students’ ideas, while leveraging them for deepened sensemaking. We also assert that as preservice teachers are provided with intentional, focused, and meaningful opportunities for noticing elementary students’ ideas, cultural foundations, and assets that preservice teachers’ framing of students’ explanations and thinking becomes more expansive.

Abstract:

This research aims to identify how instructors develop the geospatial skills and knowledge needed for integrating geographic information systems (GIS) into their curricula. This investigation is the first stage in determining what elements of professional development instructors need to integrate GIS tools successfully and confidently into K-12 classrooms. Integrating digital tools to enhance students’ knowledge and abilities is crucial for students who will participate in an increasingly technologically advanced economy and society. Students must acquire problem-solving experience, grasp technology skills and concepts, develop geospatial thinking and reasoning (GTR) abilities, and practice communication skills via learning activities focused on technological tools to be prepared for participation in STEM fields. This research seeks to answer the following question: how have teachers’ self-reported geospatial skills and knowledge evolved as a result of two years of GIS-focused professional development? A questionnaire was administered to five secondary teachers, focusing on technology usage and multidisciplinary studies. From this questionnaire, follow-up interviews were conducted as well as a geospatial technology survey (GS-TPACK). The project aims to help instructors integrate GIS technology as an essential component of the learning process and develop the skills required to prepare students to be successful citizens for the technological workforce.

Abstract:

The Intersection of Science, Second Language, and Literacy Acquisition (ISSLLA) project is an innovation program in a secondary science teacher education program through a collaboration of three disciplinary experts in science, language, and literacy within a community of practice (CoP). Seven (7) secondary preservice science teachers (PSTs) participated in the ISSLLA project and engaged in TeachLive^TM microteaching sessions to practice their tri-focal teaching pedagogy. After each microteaching session, the three disciplinary experts worked together to provide tri-focal feedback to the preservice teachers. This qualitative case study explores the nature of tri-focal, interdisciplinary feedback provided. Findings showed that the feedback provided by the CoP was focused on PSTs’ questioning skills, eliciting student ideas, and communicating academic language. Additionally, the preservice teachers felt the feedback was helpful for improving their teaching practice. Implications suggest interdisciplinary educators working within a CoP can provide beneficial feedback and experiences for preservice secondary science teachers.

Abstract:

To address gaps in health literacy brought into focus by the COVID-19 pandemic, a curricular intervention and agent-based computer model of disease spread was designed to facilitate student learning in high-school biology classrooms. Based on the results of a pre-/post-assessment (N=29), students’ understanding of the COVID-19 pandemic and vaccination significantly improved following the curricular intervention  (p < .001). The computer model of disease spread was an integral component of the curriculum, allowing students to manipulate variables and test ideas about the effects of vaccination on disease spread before and after mutation of the virus. A key finding of this study is that after using and revising this dynamic computer model of disease, students’ conceptions of models in science changed. That is, students more often indicated on a post-survey (SUMS) that models are useful for testing ideas and making predictions (p = .025). These preliminary data provide evidence that the dynamic computer model was a powerful tool that helped high-school students in this study understand not only the biology of the COVID-19 pandemic but the nature and purpose of models in science.

Abstract:

Factors that influence students’ knowledge about climate change have been found to be largely social and external (Busch, et al.,  2019; Hestness, et al., 2019). This study uses factor analysis and structural equation modeling with data from 2016 IEA International Civic and Citizenship Education Study to create two novel climate change scales (climate change activism and perceived threats of climate change) to determine the relationship between open classroom climate, climate change activism, perceived threats of climate change, and democratic values.  Findings indicate that controlling for gender, civic knowledge, and socioeconomic factors, an increase in open classroom climate significantly predicts an increase in activism for climate change.  The results related to support for democratic and undemocratic values are less conclusive. Based on these results, we further examine the relationship between climate change activism and perceived threats of climate change and participation in society.  Findings indicate that climate variables predict participation positively across the countries, with the exception of illegal protest, which was negatively related.

Abstract:

This study is to investigate high school sophomore students’ problem-solving characteristics through a MEA activity. The theme of the MEA activity is to find a location for a fine-dust-free school in a big industrial city. Seventy-nine high school sophomore students participated in the five lesson hours MEA activity and the MEA activity worksheets are collected as the main data. The students described their problem-solving process step by step based on the open-ended questions asked in the worksheet. The students’ mental model and workflow described in the worksheet are analyzed by inductive and qualitative methods to determine the characteristics of how the students use the given data set. First, we analyze the order in which data the students used before other data then we analyzed how they interconnect the given data set to determine the order. Students tend to use the data directly related to the fine dust such as fine-dust emission concentration and industrial complex distribution first to avoid a place with high fine-dust emission. The students consider industrial complex distribution data before wind speed and direction data because they thought distance from the industrial complex is a more important factor than wind speed and direction for the amount of effective fine dust. Interestingly, it was found that the problem-solving characteristics of high school students in MEA activities were very diverse as a total of 61 types of problem-solving models were created by 76 students. The maximum number of students who uses the same sequence of data to solve the problem was 6. In other words, students' problem-solving methods appeared as varied as the number of students. The reason for sequencing the use of data also appeared to be different for each student. However, in common they chose the data directly related to fine-dust emission first as a method of excluding the place of high fine-dust concentration.

Abstract:

This research examined preservice teachers’ attitudes about climate change, including awareness, uncertainty beliefs, values, and behaviors pertinent to climate change. Indonesia is the fourth populous country in the world, with over 270 million people living in over 17,000 big and small islands. As the largest archipelagic country located in a volatile extreme weather region, Indonesia is vulnerable of the climatic disasters. People living in the coastal areas have dealt with frequent floods, covering larger areas than usual. Increased sea level in many coastal cities in Indonesia has also forced people to move out of their homes. Jakarta, the capital city of Indonesia, is at the brink of sinking due to the rising sea level. It is also one of the most vulnerable cities to coastal flooding. These situations have heightened the need to include a climate change curriculum in the Indonesian school system. Unfortunately, climate change education, as an important aspect of climate change mitigation, has not been the focus of curriculum in Indonesian education at the primary and secondary levels. Participants for this study included 2,300 Indonesian preservice teachers who were enrolled in elementary, language arts/reading, languages, mathematics, science, social studies, or other education programs. We found that elementary and language arts education majors were more likely to hold an anthropocentric view of the environment, which correlates with climate denial. The values and worldviews individuals hold influence their willingness to accept climate change and to change their behaviors. Thus, it is important that elementary teachers and language arts teachers have a clear understanding of climate change. These findings have implications for curricula, outreach, and educational materials.

Abstract:

Habits of Mind (HoM) are intuitive practices that are related to the disposition of a person. These HoM become apparent as they are repeatedly practiced by an individual. Educators have developed several ways in which HoM can be conceptualized to inform curricula. The literature exploring HoM for mathematics and science education has called for incorporating teaching these habits within the curriculum. Additionally, the literature suggests that understanding the HoM of practitioners is also valuable for curricular reform and improving students’ science literacy (Coll et al., 2009; Coll & Taylor, 2004). Most people will engage in habits to a degree, but they sometimes lack the skills to execute them well. They may not understand or appreciate the benefits that accrue when the habits are mindfully applied. They may be unaware of opportunities or have the sensitivity to recognize opportunities to engage one or more of the HoM and encourage others to use the habits. This study explores how HoM is represented in the work of Noyce Scholars and how HoM, as represented through the work of Noyce Scholars, compares and contrasts across types of high-need schools. Interviews, surveys, and journal entries were primary data collection sources.

Preliminary analysis of the data from the interviews indicated that while Noyce scholars had varying views towards teaching and learning, they had common dispositions of the HoM that were expressed. The major themes that emerged were: 1) Persistence, 2) Remaining open to continuous learning, and 3) Applying past knowledge to new situations. Through participating in these activities, participants were able to obtain a greater awareness of the disparities between groups, which also gave us insights into their values.

Abstract:

This poster focuses on “what is STEM integration” and the lesson plans that were produced
during and after lesson planning opportunities (not the PDs). This research study centered around
two questions: 1) To what extent did K-12 teachers integrate STEM computing topics into their
PD created lesson plans; and 2) How was the CS PD translated to integrated STEM classroom
activities? One opportunity to create integrated STEM lessons (with n=14), was designed to give
hands-on learning with CS topics focused on cybersecurity. The second opportunity (with n=28),
focused on integrating CS into existing curricula. After these opportunities, K-12 teachers
incorporated CS topics into their selected disciplinary lesson plans. Some of these lessons are
accessible on matrix [link]. The team evaluated lesson plans developed during each integrated
STEM and CS event, by using a rubric. Importantly, implementation metrics were gathered,
including, how long each lesson lasted, how many students were involved in implementation,
what grades the student were in, basic student demographics, type of course the lesson plan was
implemented in, if the K-12 teacher reached their intended purpose, what evidence the K-12
teacher had of success, data summaries based on supplied evidence, how the K-12 teachers
would change the lesson, the challenges/successes they experienced, and samples of student
work. Findings, based on evaluation of 46 lessons, taught to over 1500 K-12 students, indicate
that when assessed on a rubric scale of struggling, emerging, or excellent - certain components
(e.g., organization, objectives, integration) in the lesson plans varied widely. Findings show
lesson plan organization, integration, and questions each had a large number of submissions
evaluated as "struggling" [45%, 46%, 41%], while integration, objectives, activities, assessment,
and catch were evaluated as "excellent" [43%, 48%, 43%, 48%]. Recommendations are provided
for the translation of activities focused on current disciplinary standards to more integrated
STEM lessons that utilize CS.

Abstract:

Using community-based participatory action research (Holkup et al., 2004) situated within a politicized and authentic care (Walker, 1983; Collins, 1991; Valenzuela, 1999) and community cultural wealth (Yosso, 2005) conceptual framework, Black and Latina girls and community co-researchers collaborated within the context of an informal STEM 4-week summer program to examine and reimagine STEM teaching and learning by centering and elevating voices of color. 

Abstract:

In this qualitative case study, six undergraduate college students, composed of two education majors, two engineering majors, and two STEM majors, formed teams in a non-classroom education setting and conducted interdisciplinary research to build a data collection sensor system launched on a high-altitude balloon. The teams translated their project to lesson plans appropriate for a K-12 audience and incorporated science standards in their planning and teaching of those lessons. The purpose of this study was to describe how undergraduate college students’ experience incorporated authentic scientific inquiry and integrated STEM  through their created products. The following research questions were pursued: a) How did undergraduate college students describe their interdisciplinary research experience in relation to authentic scientific inquiry and integrated STEM?, and b) How were undergraduate college students’ experimental payloads and lesson plans reflective of an authentic scientific inquiry and integrated STEM experience? Interviews, field observations, and lesson plans were analyzed. The authors used multiple methods of analysis to describe how each team integrated STEM in both their project and their lessons. The projects encouraged scientific inquiry, but presented challenges to fully integrate the STEM disciplines and transitions among multiple disciplines. By measuring ASI and authenticity with integration of STEM disciplines, this study describes a way for undergraduate college students to function as a team to solve problems or answer scientific questions. The challenges lie in how to encourage integration of the “spaces between” S-T-E-M disciplines and transcend established silos. During this presentation, the authors will provide recommendations to others seeking to implement similar programs. This presentation will be of interest to science teacher educators who prepare science teachers to implement authentic scientific inquiry and integrated STEM.

Abstract:

From wonder to infrastructure to effectiveness to critical reflection to language— these common features which permeate throughout all aspects of science teacher education are explored from a variety of onto-epistemological and methodological perspectives. This session proposal expands the sociopolitical turn in science (teacher) education further by provoking science teacher education to explore multiplicitous ontological, epistemological, and methodological techniques with(in) science teacher education. As such, the session will be interesting to anyone within the ASTE membership (teacher educators, education researchers, professional development providers, curriculum developers) who is looking for inspiration beyond traditional science teacher education frameworks. In this poster session, attendees learn about topics such as infusing science teacher education with the development of care for a more just world and using critical practitioner inquiry and diverse onto-epistemological paradigms to combat oppressive structures and systems in order to better center the children and communities they serve. These important topics cut across in-service and pre-service teacher education. Through intellectual, embodied, and material interactions, we expect attendees will develop a renewed sense of wonder. We hope attendees will begin to expand what they understand as possible and central within science teacher education. Attendees will leave with questions to consider and concrete examples to think with as they return to their research/praxis. This session is significant in that it adds to current conversations within the field about innovative, anti-oppressive, equity-oriented science teacher education. 

Abstract:

The socioscientific issues (SSI) instructional framework can develop students’ science literacy, critical thinking, moral and ethical reasoning, and citizenry. Despite increased use across grade levels, teachers need support to implement effective SSI instruction. Resources that attend to SSI components represent one important form of this support. Open access resources are a readily available option for teachers to acquire lesson plans and instructional material. However, their usefulness and quality are not always clear. For this study, researchers developed and used a rubric focused on SSI components (controversial topic, ill-structured problem, moral and ethical reasoning, supporting character development, and socioscientific reasoning) to examine 12 lesson plans. The resources were based on Next Generation Science Standards (NGSS) and were obtained from the National Science Teachers Association (NSTA) NGSS Hub. These NSTA vetted resources were focused on climate change, a common SSI topic. Six lessons, all from grade bands 6-8 and 9-12, were above average with elements explicitly attending to the identified SSI components. Four were below average with implicit or no inclusion of SSI components. The single resource from the elementary grade band (grades 3-5) had the fewest SSI components. These mixed findings indicate that NGSS Hub climate change resources offer inconsistent support for SSI instruction. There is a need for SSI-specific resource vetting and continued resource development.

Abstract:

This roundtable presentation will examine frameworks of place-based education that currently exist in the scholarly literature. What is place-based education? How have liberal, critical and indigenous traditions of place-based education evolved over time? In order to anchor these traditions in relevant practices and experiences, we will discuss the development and implementation of a new undergraduate place-based education certificate at the University of Vermont based on the principles, practices and traditions of place-based education.

Abstract:

This study investigates undergraduate pre-service teachers understanding and views of nature of science before and after engaging with a socioscientific issues-based unit based on the COVID-19 pandemic. The COVID-19 unit we created included lessons about viruses and bacteria, COVID-19, the spread of disease, and nature of science. The data collected was from pre- and post-semi-structured interviews and pre- and post-questionnaires. After the unit in the post-interviews, most pre-service teachers held transitional views of each nature of science aspect investigated in this study (tentativeness, process, society, creativity). However, some pre-service teachers held informed views of tentativenss and the process of science and some held naïve views of society and creativity in science. Pre-service teachers tended to rely on examples specifically about the COVID-19 pandemic when explaning their understanding of nature of science, resulting from teaching nature of science in the context of this socioscientific issue. We discuss our results in relation to past studies using nature of science contextualized within a socioscientific issues-based approach and future pre-service teacher training with socioscientific issues.

Abstract:

What is race? What does science have to do with race and racism? Recent events highlight the imperative for anti-racist education in all settings and contexts. Science teachers, however, are often not prepared to address issues related to race and racism in the context of science and in today’s political climate, may be actively discouraged from doing so. In this interactive workshop, we will examine curricular approaches to anti-racist science teaching, highlighting resources that are freely available online. These resources address the intersections of racism, the construct of race, genetic variation, and the history of science in order to explore implications for science classrooms. Curricular resources provided in this session employ inquiry to debunk racial genetic essentialism –the idea that discrete biological races exist, and genes confer on those races distinct and immutable characteristics, abilities, and skills. Such ideas are at the foundation of racial ideologies underlying the oppression and exploitation of certain racial groups and the concentration of privileges and advantages in others. Curricular materials highlighted in this session also emphasize that race is an important part of identity and lived experience, a socio-political construct with deep implications, but a poor proxy for ancestry and evolutionary history. As the Covid-19 pandemic illustrates, while race is not a genetically meaningful category, it can still impact biology and health through the enactment of racist policies and practices. Opportunities and instructional strategies for science teacher educators to support pre and in-service teachers as anti-racist science educators will be highlighted.

Abstract:

The US Department of education allows science teachers to obtain a teaching certificate in a Broad Field of science or a particular science subject (Spring, 2011). This study seeks better screening licensure for efficacious chemistry teachers since high efficacy teachers advance students' learning gains (Angel & Moseley, 2009; Lumpe, Czerniak, Haney, & Beltyukova, 2012). Bandura (1977) theorized that Personal Efficacy (PE) and Outcome Expectancy (OE) predict human behaviors. Due to the specificity of this construct, Riggs and Enochs (1990) deviated from using the general teacher efficacy beliefs scale and developed Science Teaching Efficacy Beliefs Instrument (STEBI) specific to teaching science in elementary grades. (Rubeck, 1990) modified STEBI to obtain STEBI-chem used in middle grade. This study adapted STEBI-chem and named it  High School Science Teaching Efficacy Belief Instrument (HS-STEBI – chem), see Table 1.

 Respondents were 478 certified chemistry teachers in US state high schools. A Principal Component Analysis with varimax orthogonal rotation shows HS-STEBI – chem consistent with the existing scale, 13 items defined PE while 12 variables loaded OE shown in Table 2. Tables 3 and 4 show the results of Cronbach's alpha, α = .80 and .76. Thus, HS-STEBI-chem is a valid and reliable instrument.

A hierarchical multiple regression analysis compared PE and OE of the two certification groups controlling for undergraduate major and teaching experience. Broad field predicted PE but not OE. Maybe chemistry majors obtained Broad Field license. An undergraduate major in a teaching subject, chemistry, and over veteran teachers indicated a higher level of PE than biology major and beginning and intermediate teachers. 

 Chemistry is math-based science, unlike biology. A suggestion is for teacher preparation programs and policymakers to consider requiring high school subject teachers to obtain an undergraduate degree in their teaching subject and for schools to create innovative incentives to retain teachers. STEBI is modified for studies in high school settings.

Abstract:

A major challenge for secondary science teachers in rural schools is isolation: being the only science teacher in the school or the only teacher of a specific subject. As a result, rural science teachers have fewer opportunities for meaningful collaboration, even though collaboration is a key characteristic of effective professional learning. To more completely understand the challenges and social networks of Utah’s rural teachers, chemistry and biology teachers participated in a social network analysis survey. Among these teachers, four teachers were identified from each of the four regions of the Utah Rural Schools Association participated in professional learning aimed to increase integration of three-dimensional science teaching as described by the Next Generation Science Standards.  

Lesson Study is an established professional learning model that has shown success in meeting teachers’ professional learning needs by improving collaboration, helping them examine their practice, and enhancing student learning. Throughout the course of the school year, these teachers participated in a novel form of lesson study, which allowed for teachers to develop lesson plans, make classroom observations, and provide constructive feedback, despite being geographically isolated.

Our focus on rural science teachers has enabled us to (a) utilize the designed based implementation research (DBIR) approach to develop and implement professional learning opportunities for rural high school biology and chemistry teachers, (b) describe the social network, context, and needs of these teachers, (c) implement effective and on-going professional learning for a population in which opportunities for frequent in-person collaboration are hindered by geographic isolation, and (d) evaluate the changes in teachers’  implementation of three-dimensional science standards in their lesson development and practices. Our series of papers addresses our experience with and findings in these four main areas. 

Abstract:

Despite the potential of elementary teachers who teach multiple subjects to facilitate socioscientific issue (SSI)-based instruction and related reasoning (SSR), most SSR research focuses on undergraduate students and secondary science teachers. Using SSR and nature of science-focused surveys and course artifacts, the present study investigates 48 elementary preservice teachers’ reasoning about complexity and stakeholders through a socioecological lens. Findings indicate that the participants attributed the complexity of a COVID-19 SSI to different opinions/perspectives, protocol implementation logistics, new science, non-uniform risks and impacts. Uncertainty in the science and the sensemaking of the science by scientists and others greatly informed these reasons. Participants emphasized stakeholders most closely related to students and schools, with less consideration of more distal stakeholders and broader systems. Implications include the need for instructional supports that draw attention explicitly to different levels within a system.

Abstract:

One of the best places to practice and conduct authentic experiments and activities is the science laboratory (Yilmaz 2008). Laboratory experiments come in a variety of formats and remain crucial to student’s understanding of science concepts. As teacher educators, we are hoping to train teachers to incorporate authentic scientific laboratories into their curriculum. This design of authenticity brings added value to the student’s work and a clear way to scaffold their learning within a particular field of science. Not only is the learning critical but a student’s level of confidence in that knowledge is a crucial piece in recruiting and retaining STEM majors (Pavlova et al 2021). Having completed a research study or experiment of their own has shown increased confidence in scientific practices (Pavlova et al 2021). Increasing confidence builds student interest and scientific skills needed to remain in the STEM fields of study.

The goal of the teacher should be that their students leave the science classroom and laboratory not just with an understanding but a confidence in their understanding of the material. A pre/post-assessment design with written and ranking responses allows the learner a chance to process the information as they know and development it throughout experimentation. This research addresses the gap in the literature on using pre/post-assessments to check students learning in the laboratory and check their level of confidence in that learning.

Abstract:

Considering global climate change and the greater focus on alternative energy sources, understanding energy flow through an ecosystem, particularly photosynthesis and respiration, is essential. Previous studies have reported conceptual gaps in K-12 and college students’ understandings of the basic needs of plants. Additional research has illustrated the persistence of common alternative conceptions about carbon cycling in plants specifically related to photosynthesis and respiration at the college level (e.g., Wilson et al., 2006). The purpose of this study was to delve more deeply into a common misconception that emerged in previous studies that plants, particularly trees, would begin to die if they did not have access to light. Specifically, this study sought to explore how a semi-structured interview protocol designed around a series of pictures of trees in temperate forest environments and in summer in a far northern locale above the 60° N could inspired college students from diverse majors (science and non-science) to construct explanations about sources of energy for deciduous trees. Natural environments of trees were used in this study because of their commonness in students’ everyday lives. Constant comparative method using inductive coding was used to analyze the data. The findings illustrate how students attempted to apply knowledge learned from formal and informal learning experiences and through analogies constructed about their own bodies to make sense of the energy sources for trees in each location and how trees access that energy for life processes. Fragmented understandings were demonstrated by all the traditional undergraduates interviewed, illustrating a possible outcome of study skills students may utilize in learning concepts. The presentation will discuss the use of everyday phenomena such as the forest ecosystem as anchors to support system thinking when learning photosynthesis.

Abstract:

The ongoing phenomenon of gender biases that marginalize women’s experiences in science needs to be disrupted and science figured worlds in college should support women’s positive identity work. This study presents the recollections of 12 successful women in science of their positive identity work during their college years. The data were analyzed through an identity work conceptual framework and three themes emerged. Participants developed support networks of mentors, advisers, and peers who served specific roles. They excelled in authentic science experiences through volunteer opportunities and work experiences. Finally, they studied their science figured worlds that value specific actions of certain individuals. Implications for science educators and researchers about facilitating women’s positive identity work will be discussed.

Abstract:

Teachers need multiple ways to meaningfully assess student learning in science, but this can be challenging with younger students and in newer areas, such as CT, which are being integrated into science instruction. One method for assessment of student thinking that can be used with early elementary students in science and CT is the use of a task-based interview approach. The task-based interview approach provides a structured environment that can be somewhat controlled and therefore allows for systematic and in-depth exploration of a specific topic which, in the XXX project, targets students’ attributes of learning the CT concept including how students develop CT knowledge, why students work through the tasks the way they do, and what happens when they get stuck or overcome challenges. 

The session will take the participants through the task interviews and put the participants in the role of assessor (whether that is a teacher or a researcher). We will show clips of task interviews and have the participants look at the data from a teacher lens - assessing students’ level of mastery of an educational standard (NGSS or CSTA) and from a researcher lens - looking for evidence that answers a research question. These practical opportunities provide the participant first-hand knowledge of the methodological usefulness of task interviews as both assessment and research tools. This session will help teacher educators and researchers to understand the value of task interviewing as a method for assessing and researching student understanding.

Abstract:

This literature review is an examination of the current state of the literature of multilingual language learners within secondary science classrooms. This topic is of vital importance because multilingual language learners comprise a large and growing population of students in US Schools (Chin- Yin, Indiatsi & Wong, 2016; US Department of Education, 2018) but their achievement continues to lag behind that of English proficient peers. Additionally, multilingual language learners not only have lower achievement, but also lower satisfaction in classes that are not the ESOL classroom (Curtin, 2005). Through examining the literature, the achievement and satisfaction can be addressed to allow for greater outcomes for multilingual language learners. During this literature review, three broad categories were examined: teacher preparation, classroom instruction and professional development. The researcher determined various gaps that were present within the literature as well as determined possible future research trajectories. Examining this body of literature can allow for the strengthening the educational outcomes for multilingual language learners by strengthening teacher preparation programs, classroom instruction, and professional development opportunities. This topic can go beyond the scope of science teacher education, but also apply to practicing educators, professional development developers, and policy makers as well.  

Abstract:

As researchers continue to explore how equity gaps in science and engineering might be addressed, they highlight opportunities for K-12 students to engage in meaningful science education as central to this goal. Accordingly, future elementary science teachers need opportunities to consider how science education might be leveraged to create a more just and equitable society. To engage students in meaningful science learning, experts point to the conceptual framework of CRP and emphasize that preparing teachers to enact CRP should not be restricted to one diversity course but should be a guiding framework for every facet of science teacher education. However, many science teacher educators struggle to model justice-oriented pedagogies within discipline-specific instruction; employing justice-oriented approaches is especially challenging in elementary programs. This presentation will explore how three justice-oriented curricula supported undergraduate teacher candidates preparing to teach science to elementary students. The participants in this study were 19 undergraduate elementary pre-service teachers enrolled in a 100% face to face elementary science methods course at a large urban university in a southeastern state. To address our research questions, we employed a mixed-methods design. Quantitative analysis focused on pre- and post-critical consciousness survey scores. Qualitative data including course artifacts (online discussions, reflections, and responses); and interview transcripts were analyzed using a constant comparative approach. Results and implications regarding embedding three justice-oriented curricula in an undergraduate elementary science methods course will be discussed.

Abstract:

A comparative case study was conducted in two districts, one urban and one rural, focusing on how science and engineering were integrated into the high school programs, curricula, and instruction.  Data collected included classroom observations, interviews with teachers and administrators, college transcripts, professional development, and curriculum, as well as how, and how district personnel supported, and teachers enacted classroom instruction to align with the NGSS. Prairie Public Schools (PPS) and Great Plains School District (GPSD) are both Professional Learning Community (PLC) schools and are similar in their percentage of students in FRL as well as their percentage of historically marginalized students; however, they differ with respect to their geographic locations and integration of focus schools. In this study, we found that Great Plains High School has significantly fewer resources for professional development as a small rural school; however, neither district provided engineering-specific teacher PD. Great Plains High School teachers attended one day of PD for science teachers provided by their local Educational Service Unit (ESU), while Prairie Public School Teachers have access to a variety of content specific science PD that are aligned with NGSS. This lack of preparation and background has understandably led some teachers to conflate science and engineering. Teachers in this study tended to only go beyond their limited background in engineering through long-term mentorship and professional development experiences. These results lead to the following recommendation: Districts need to provide opportunities for long-term experiences that support teachers integrating engineering into their classrooms through collaboration and mentorship from experienced teachers and/or teacher educators.

Abstract:

During the COVID-19 pandemic, students had fewer opportunities to interact with course instructors or with classmates. Many students had difficulty learning in a virtual class environment and may have relied more heavily on course tutors. The sudden change could have impacted the quality of the tutoring sessions. College peer tutors can play a vital role in encouraging a struggling student to stay in science. Peer tutors are often only trained in general tutoring strategies; however, they may need more science-specific strategies.The purpose of this research is to document the ways that science tutors interacted with tutees during virtual tutoring sessions. Researchers observed recorded sessions between four tutors and the tutees in the virtual tutoring sessions. These observations were analyzed and compared to define codes or patterns common in the tutoring sessions. The researcher was able to develop a system for assessing tutors using transcripts of virtual tutoring sessions to build a rough profile of each tutor. The tutor profiles are the lecturer tutor, the bare minimum tutor, the homework tutor, and the knowledgeable friend tutor. Not all tutors need to tutor in the same exact way, however, it is important that they incorporate certain tutoring practices like Tutee Knowledge Building, Tutor Knowledge Building, Learning Skills, and Relationship Building. With the ever-changing tutoring environment, it is very important for university tutoring centers to know the strengths and weaknesses of each tutor they employ. In the future, the process of recording virtual tutoring sessions and utilizing the developed list of codes can allow the university tutoring center to develop tutoring profiles for each of their tutors. Understanding the common practices of each individual tutor would aid in developing training materials and aid each tutor in understanding their tutoring practice and how they can improve. Science teacher educators, working with tutoring centers, can provide expertise in developing excellence in science tutoring.

Abstract:

Members of a Diversity Working Group and faculty at Eastern Washington University will discuss their roles in a Diversity Campaign, a multi-year effort focused on diversity, equity, and inclusion in STEM teacher preparation. We will share our processes for diversifying the STEM teaching workforce through acknowledging and finding ways to navigate and modify persistent structures, policies, and practices that create barriers to STEM education for minoritized communities in Washington State.

During our processes, we adhered to five principles when discussing diversity, equity, and inclusion:

Principle 1: Diversity in STEM is a strength/asset .

Principle 2: Communities, including Institutions of Higher Education (IHE), have localized knowledge and expertise.

Principle 3: Communities,  including IHE, demonstrate the commitment to diversify STEM Teaching Workforce.

Principle 4: Systemic change is not a quick fix; rather, identifying barriers, analyzing historically exclusionary practices, policies and programs takes sustained, concerted, collaborative, and receptive energy/effort/resources.

Principle 5: All k-12 students benefit socially, emotionally, and academically from increased diversity in the teaching workforce.

We will describe frameworks and tools that foster ongoing reflection, data gathering, and equity audits that can aid students from all backgrounds see a path to becoming a STEM teacher.

First, we will discuss the Targeted Universalism framework within the context of STEM Education. Then, we will describe the role of a Landscape Analysis, a type of organizational analysis, in identifying themes, assets, key figures, programs, policies, practice, and areas of growth. Next, we will share the Journey Mapping and Design Clinic tools culminating in the creation of an Action Plan. Our objective is to provide others with potential tools, strategies, structures, and principles for doing similar collaborative work around STEM education and the lessons we have learned, to date.

Abstract:

The act of students communicating their ideas supports essential cognitive and social learning processes and promotes educational equity by encouraging the use of informal language and familar modes of interaction. Teachers shape the talk that takes place in a classroom through verbal communication with students. Because teacher questioning is critical for facilitating effective classroom discourse, teacher education programs must provide opportunities for preservice teachers (PSTs) to develop and practice questioning skills.

Adopting Vygotsky's (1978) sociocultural learning theory, the educational technology TeachLivE can provide a context in which PSTs can experience social interactions that allow for skill development. Interacting with students in TeachLivE allows PSTs to rehearse using questioning to elicit student ideas, and build competency toward their questioning skills. 

This study is part of a larger project that utilizes a tri-focal approach to develop four undergraduate courses within a secondary science teacher education program. The project seeks to explore PSTs learning outcomes through collaboration between faculty of each of the three foci: science education, teaching English as a second language, and disciplinary literacy. Seven PSTs designed a 15 minute lesson to be taught in TeachLivE with a mix of non-ELs and ELs of varying language proficiency, receiving feedback after the lesson.

A rubric that was designed by tri-focal faculty to measure the construct above was used to measure the extent to which the three foci were reflected in the questioning, as well as which discursive functions within the foci were most and least frequent. Transcripts of the video recordings were analyzed, using indicators in the rubric as codes. Findings show that six out of seven PSTs integrated a tri-focal approach into their questioning. Additionally, all PSTs strongly incorporated science and literacy strategies into their questioning. PSTs struggled to incorporate EL support, indicating that more explicit support may be needed to develop competency in that area.

Abstract:

Formal guidance from teacher educators has been sufficient to empower in-service and pre-service teachers to use assets-based approaches in their science teaching. In practice, though, even experienced teachers who are new to using assets-based approaches may deliver well-intended lessons that are counterproductive to the goal of promoting equity and inclusion. Teachers who do not critically engage with systems of power and oppression run the risk of framing students’ lived experiences and the notion of social justice in service of white supremacy (Rubel, 2017).

We will present INthinking, a framework designed to address the specific challenges of combining science teaching with the broader goals of promoting equity, inclusion, and justice. With INthinking, we will consider which practices employed by teachers are also effectively engaging with critical social and decolonial theories. The INthinking approach to teaching science for equity, inclusion, and justice is both practitioner-oriented and practitioner-empowering. We see the main use-case for INthinking as supporting teachers in learning to teach for greater equity and inclusion “on the job.” We will frame teachers working independent of “experts” in equity pedagogies as a critical and exciting site for research in equitable, inclusive, and just science education.

This interactive session will engage participants in using INthinking to provide a set of predictive “guardrails” for teaching science for equity, inclusion, and justice and, ultimately, to frame equity, inclusion, and justice outcomes as very much within the familiar expertise and experience of science teachers. We see commonplace decisions such as the pacing of lessons and assessments of learning as having greater impact on the degree of equity and inclusion experienced by students than the level of a teacher’s knowledge of critical social theories and the histories of science and society. We hope INthinking offers a way to assess the degree to which curriculum supports a desire for students to experience greater equity and inclusion.

Abstract:

Many real-world situations and current scientific issues are rooted in the Central Dogma of Molecular Biology. The Central Dogma is heavily rooted in biochemistry, along with other biological sciences. However, biochemical concepts are often perceived as irrelevant by students. Perceived irrelevance of the Central Dogma will hinder critical thinking of current scientific issues. Additionally, perceived irrelevance may foster misconceptions about the Central Dogma throughout all levels of education. Identified irrelevance among students may be due to common curricular trends in biochemistry and biology education, often lacking situated learning experiences. This study presents the findings of a status study to determine college students' understanding of the Central Dogma and their application of knowledge to real-world situations. Students (n=19) enrolled in an upper-division Human Genetics course at a southern Research One university were surveyed to determine their foundational knowledge of the Central Dogma. Students were also surveyed to determine their ability to connect the theoretical foundations of the Central Dogma to Huntington Disease. Students responded to open responded tasks, which were analyzed using a grounded approach. Final codes were categorized based on larger themes observed within the data to develop focused codes. Students demonstrated knowledge about the relationship between genotype and phenotype. A subset of students also understood that disease is a phenotype. However, these students struggled to describe the underlying mechanisms within the Central Dogma and to apply their knowledge, which creates the disease phenotype observed in Huntington Disease. To our knowledge, this study is the first to report college students’ ability to connect content to a real-world situation. We suggest that introducing situated learning experiences throughout all levels of education may mitigate persistent misconceptions about the Central Dogma.

Abstract:

Preparing future or practicing teachers to teach effectively and engage learners at high levels involves complex tasks that sequence knowledge and awareness, practice, observation, followed by analysis and reflection. While most teacher observations are qualitative in nature, there are significant quantitative factors that can serve as powerful indicators of a teacher’s baseline data and the growth of teaching skills. The focus of this session is the utilization of a new web-based app teacher observation tool, utilized during a classroom observation or from captured video or audio, that facilitates extensive data collection and provides instant and detailed analysis, allows for rich feedback, and sets the groundwork for meaningful, evidence-based coaching and reflection. Data provided includes teacher-student interaction tendencies and patterns, as well as heat maps of seating charts, graphs, and timelines displaying general to individual and group classroom management issues, teacher’s reactions to such, and student engagement data at the individual and group level. The author suggests that more evidence-based feedback is necessary to foster optimal growth in teaching skills. The results of this work and suggestions for using this tool for preservice programs or schools will be shared.

Abstract:

Research reveals an association between a science teachers’ self-efficacy and their classroom teaching practices, pedagogical choices, persistence, and engagement. Consequently, improving a teacher’s self-efficacy is critical to improving their classroom instruction and student learning outcomes. Teachers with low science teaching efficacy tend to deemphasize or avoid teaching science as well as rely on procedurally scripted lessons leaving students without opportunity for inquiry-based investigations. Science teaching efficacy scholarship also reveals there are distinct and significant differences between life science and physical science teaching efficacy at the elementary level. Because physical science teaching efficacy measures lower than life science, elementary teachers engage in more effective teaching methods with life science than they do with physical science. 

Moreover, it is also known that subject matter knowledge is positively associated with science teaching efficacy. What is less known is the relationship between discipline-specific subject matter knowledge, science teaching efficacy, and how that plays out with teacher classroom instructional approaches. By understanding this relationship, professional development researchers can better target the support of increasing science teacher knowledge and/or efficacy to improve classroom science instruction.

Abstract:

There is a need for teachers to prepare, nurture, and encourage their students to pursue Science, Technology, Engineering, and Mathematics (STEM) pathways. Prior research has found that male and female students are equally capable of being successful in STEM careers (Stoet & Geary, 2018), but female students tend to have lower mathematics and science identities (Ma & Xiao, 2021), and therefore do not pursue these fields. We argue that improving students’ connection to nature will positively impact their mathematics and/or science identities, which will in turn impact their desire to pursue STEM careers. Gardens have been shown to positively impact students’ connection to nature and encouraging environmentally friendly behaviors (Kiesling & Manning, 2010). Additionally, prior research supports the use of science, technology, engineering, arts, and mathematics (STEAM) curriculum to nurture female students STEM identities (Thuneberg et al., 2018). For this study, we surveyed 326 students at a junior high school in north-central Utah prior to engaging in a school garden project. Participants completed two surveys to assess their mathematics and science identities, connection to nature, and interest in STEAM careers. Significant differences between male and female students for science identity (d=0.30), in favor of males, and connection to nature (d=-0.44), in favor of females, were found. Furthermore, in agreement with prior literature, science identity and mathematics identity were statistically significantly related to students’ interest in a STEM career (Chemers et al., 2011; Hazari et al., 2010; Rask, 2010; Tyson et al., 2007; Wang, 2013). Our results also indicated statistically significant correlations between students’ connection to nature and their interest in pursuing science, mathematics, and arts careers. These findings may indicate that students might be more apt to pursue a STEAM career if we can connect students to nature, through out-of-doors experiences like, garden-based learning.

Abstract:

To address the need to increase STEM interest, particularly in underrepresented groups, this study identifies STEM curricula theory to construct lessons in a unit to build interest. Interest can be stimulated, maintained, and developed for academic contexts. If maintained interest is achieved, this could be utilized in STEM curricula to lead elementary students to form peer groups that could persist at the middle and secondary levels. Although it has been shown that elementary STEM teaching is not without hurdles, that could be addressed with a place-conscious framework. Developing a place-conscious STEM program with rural communities’ issues at the forefront, upper elementary-aged children were interested in learning about a predominant STEM issue, water. Following the pedagogical outline and incorporating proven informal instructional methods, a program was developed to study how interest was effect for elementary-aged youth. Youth were grouped into multiple cases due to the small sample sizes common in rural areas. Qualitative data from; focus group interviews, non-participant observations, and surveys, allowed the researcher to investigate interest development for each instructional method and cumulative interest effects over several weeks. Preliminary results showed an increase in interest and gathered qualitative data regarding interest in STEM lessons. The final analysis is in progress and will be presented at the upcoming ASTE 2023 conference.

Abstract:

This workshop introduces and engages participants in dialogic collaborative action research (D-CAR) as a methodology to address the wicked problems of science education, such as the disproportionate interest and achievement in science among their students, for example, differences in SES, gender, race, and ethnicity. In conventional action research (AR), science teachers engage in processes similar to those of educational researchers. They identify a problem of practice, collect and analyze data, and use the results to make changes in their practice. Most conventional AR is done as part of degree programs or through funded projects. Once these incentives end, the teachers seldom continue this intensive activity, but may continue to be “good science teachers” who are sensitive to their students’ needs and modify their instruction based on formative feedback. D-CAR is located in the gulf between “good” normal practice and conventional AR. In D-CAR, inquiry is located in the conversations of participants, such as science teachers’ experiences with students, reflection upon those experiences, and the feedback of their peers. This can lead to deeper understanding of their practice, and ideas for future changes based on the knowledge they share and produce.

The workshop learning objectives are that participants will

— Gain understanding of the nature of wicked problems in science teacher education;

— Gain understanding of what action research is in general, and what D-CAR is in particular;

— Learn how to engage in D-CAR; and

–  Be introduced to ways to convene science teacher groups and facilitate them.

In the workshop they will be introduced to AR in general, and D-CAR specifically. They will learn about successful implementations of D-CAR, and will take part in an extended activity in which they engage in the dialogic process. Finally they will learn about ways to convene and facilitate D-CAR groups. The workshop leaders will provide continuing support for workshop participants through

Abstract:

In the 1800s it was common to sell snake oil as a medicinal cure-all. But as medicine advanced scientists were able to show that snake oil was a fraud and the term became synonymous with pseudoscience scams. Unfortunately, today complaints about the media bias and conspiracy theories have undermined trust in science and we see a return of snake oil sales. Science class is the perfect opportunity to help students understand the difference between real science and pseudoscience and help them use science to judge the veracity of some of the things they see in the media. This paper will explore the differences between pseudoscience, junk science, folk science and superstitions and how these claims can be put to use in science class.

Pseudoscience (fake science) misuses scientific jargon to make claims not founded in any scientific research or theory. People’s belief is these claims are rooted in scientific misunderstanding, scientific misconceptions, and desiring easy answers to problems. To spot pseudoscience one must be well versed about the real thing - not so much scientific facts, but understanding of how science works; understanding that science builds knowledge based on sound theories that are constantly tested and revised. It's about requiring evidence, testing hypotheses, drawing conclusions and establishing theories. Utilizing SEPs, and conducting proper investigations can usually counter claims made by pseudoscience, but getting people to this point requires understanding how science works. 

Science class is the first line of defense against pseudoscience; teachers can arm students with tools to inquire into strage claims. The session will engage teachers in ways to identify and interrogate dubious claims. We will share activities for students and resources for further exploration (available at bit.ly/STGuidePseudoscience). Teachers can take advantage of the prevalence of these ideas to generate interest in how science can be used to assess the truth behind the myths to gain a better understanding of the process of science.

Abstract:

In an effort to promote explanations of science phenomena in science classes, California State University Northridge holds an annual contest to see who can record the best explanation. The ExplanaJam contest is held at the end of the school year and provides a simple forum for students to show their skills. The contest provides a low stakes positive forum that reinforces best practices for constructing explanations and helps connect students to a larger community of science learners. 

Science and Engineering Practice 7: Constructing Explanations is widely considered to be one of the most important of the SEPs. But this practice has been difficult for teachers to implement well in the classroom. Most of the energy has focused on Claim Evidence Reasoning as an alternative form of explanation. But making a scientific claim is not the same as a complete explanation. The ExplanaJam rules emphasize the need for brevity (3 minutes maximum), causality and evidence in their explanations. The contest provides prizes for the top three videos in each category (elementary, middle and high school) as well as special prizes (e.g. best video production).

Managing the ExplanaJam contest is relatively simple for university faculty. A website with rules and guidance (https://sites.google.com/view/explanajam) provides the information that teachers and students need to get started. We allow teachers to guide students in making the videos however they see fit for their class (e.g. have all students explain the same phenomena or allow them to choose). Students record their explanations on a video and share that with their teachers. Teachers are then allowed to nominate three videos from each participating class or class period for judging.

Coming at the end of the school year, the ExplanaJam provides a fun and exciting way to show off students' knowledge and skills. The winning videos are shared online so that students can see what an outstanding explanation is like. Our hope is that teachers use these videos to help students prepare for the next contest. 

Abstract:

This paper is a report of an ongoing study of student and instructor perceptions and preferences of the undergraduate laboratory experience in introductory biology, chemistry, physics, and earth science based on theoretical and practical suggestions for the improvement of laboratory teaching. A new instrument was designed to elicit responses about the kind of students participating in undergraduate science laboratories, their attitudes about such experiences, the goals they perceive for instructional laboratories and their preferences regarding ideal instructional strategies with questions constructed from recommendations from the science education community. A parallel version of the survey will target instructors’ views of laboratory instruction. Questions in the preferences section come from a research-based exemplary practice model describing fifteen strategies to improve and extend laboratory learning. The survey has been field tested in several cycles and repeatedly modified.  The sample data here come from 310 students in several sections of a large university-based biology classes (but will be extended to classes in other general science topics). Results from previous iterations of this study show that, with some exceptions, instructors and students agreed on their opinions regarding laboratory work, the goals for such investigations and the frequency with which certain activities should occur. However, when compared, instructors generally favored more of the strategies shown by science education research to enhance laboratory learning. Table 1 shows that students were more likely to express a preference for the status quo while instructors are more likely to advocate for changes in the design and conduct of laboratory instruction. 

Abstract:

The VSTEM Leadership Institute (VSTEM), an Math Science Partnership funded professional learning program, was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools in this state. VSTEM functioned to model content knowledge and pedagogical content knowledge aligned to the Next Generation Science Standards disciplinary core knowledge and scientific practices for teaching and learning. The fundamental premise was to actively engage teachers in authentic inquiry and research practices within the context of local environments or “places”. The long-term goal was for teachers to develop deeper knowledge of scientific principles and concepts supported by student-centered pedagogies in order to transform their own classrooms into dynamic and stimulating places of interdisciplinary STEM inquiry for students.  This mixed methods study examines changes in K-12 teacher content and pedagogical content knowledge (PCK) resulting from VSTEM participation. Using a convergent parallel mixed methods design, qualitative and quantitative data were collected and analyzed over the 2-year project to answer the two interrelated research questions: (1) What pre-post differences in teachers’ science content knowledge were evident over the course of participation in VSTEM? (2) What evidence of PCK did teachers demonstrate as an outcome of their participation in VSTEM?

Abstract:

Studies have shown that preservice teachers come to their science methods courses with perceptions about science teaching and learning that can impact their levels of self-efficacy when it comes to teaching science (Bulunuz & Jarrett, 2010; Jarrett, 1999; Kazempour, 2014). Multiple students have been conducted to document the effects of methods courses on preservice elementary teachers’ science self-efficacy, finding the methods course effective in increasing levels of self-efficacy (Flores, 2015; McDonnough & Matkins, 2010; Menon & Azam, 2021) and that these levels of self-efficacy either persist (Wingfield et al., 2000) or decrease due to student teaching (McKinnon & Lamberts, 2014; Settlage et al., 2009). This study sought to examine the relationship between prior experiences, the science methods course, and field experiences for one preservice elementary teacher. Despite having negative experiences with science and an overall sense of overwhelm at the thought of teaching science, Monica displayed high levels of self-efficacy throughout the science methods course and student teaching. By examining STEBI-B surveys, with open questions included, and interview transcripts, this study sought to better understand the interconnectedness of experiences and self-efficacy. Although the results reported here pertain to one preservice elementary teacher, it adds to the overall complex relationship between past, present, and future experiences.

Abstract:

This research examined how parental encouragement to spend free time outdoors and time spent gardening may affect students’ connections to nature. Students in grades seventh through ninth (n= 349) completed a modified Connection to Nature Survey (CNS). We examined the relationship between parental encouragement to spend time in nature and students attitudes and behaviors toward nature and the relationship between time spent gardening and students’ nature identities. We conducted Pearson correlation coefficients to assess the linear relationship between Likert items. We conducted a one-way ANOVA to compare the effect of gardening experiences on students’ connection to nature. Significant correlations were found between the items “My parents encourage me to spend my free time in nature” and “Being in nature brings me peace”, r(347) = .35, p<0.01. We found a significant correlation between parental encouragement and “I would like to do things to help protect nature” r(347) = .36, p<0.01. We also found a significant positive relationship between students’ gardening experiences and their connections to nature. STEM opportunities outside of school are not equitable. Thus, we should provide opportunities for students to engage with nature across multiple contexts and formal and informal settings (school gardens, public parks, botanical gardens) to provide equitable access to nature and green spaces. Nature-based experiences must be explicitly connected to STEM and degenderized. In utilizing an asset mindset, access to and time spent in school and home gardens provides an opportunity to increase students’ science capital.

Abstract:

The 2020 Framework for P-12 Engineering Learning outlines concepts, practices, and habits of mind to promote engineering literacy for all students. This study investigates middle school students’ engineering practices and habits of mind over time during their participation in an engineering program. The program included weekly engineering design challenges conducted through distance learning and facilitated by a school-based coordinator. Students worked from home to complete the engineering activities, followed by submitting a reflection video on Flipgrid. A qualitative research design was employed to analyze 90 videos submitted by 30 students over the duration of the program. A coding guide was developed a priori based on a selected subset of engineering practices and habits of mind from the 2020 Framework. The findings indicate that students overwhelmingly focused on the prototype constructed during the design challenge, and only half mentioned any elements associated with engineering practices. Additionally, two specific aspects of the design challenge, open-ended design constraints and the building time of a prototype, appear to promote different kinds of engagement in the design process. The study also highlights the need for more clarity regarding developmentally appropriate learning outcomes for engineering literacy.

Abstract:

Surprisingly little is known about the pedagogy of science methods. An entire methods course of an expert science teacher educator was video recorded and analyzed. This study is the first in a series to provide high-resolution analysis of instruction designed to teach pedagogy. We began by analyzing content knowledge (any discussion related science content and the development of content knowledge), PCK (discussion of how to teach specific content to students), and pedagogical knowledge (general pedagogy that transfers beyond specific activities or concepts). A timeline of each class was created to determine the frequency and duration of knowledge base shifts, and how the professor scaffolded between those knowledge bases. The professor switches frequently, averaging 35 seconds between shifts. In addition to addressing pedagogy such as scaffolded questions or wait time, the professor also employed a Meta PK where he explicitly told students to notice something about his pedagogy either immediately before or after it was implemented. The role that these knowledge bases served in the context of the class and the patterns in the timelines provide important groundwork for more specific future studies to investigate specific interaction patterns within different lesson phases. Teaching science content looks very different than teaching science pedagogy, and this study illustrates surprisingly dense patterns of movement between types knowledge that teachers need. This study raises important questions about how novice teacher educators address these knowledge bases, and how to prepare teacher educators to more effectively engage prospective teachers.

Abstract:

Time spent on science instruction in U.S. public elementary classrooms has declined over the last several decades (Banilower et al., 2018; NCES, 2012). With increased instructional time spent on tested content (i.e., reading, writing, and math), time spent on science instruction has often diminished to a single lesson per week, with some high-stakes testing environments encouraging teachers to cut non-tested content altogether. Early work at the secondary level has shown that science teachers who teach the nature of science (NOS) well differ from their peers in several ways including in their rationales for teaching science (Herman et al., 2013). As educational standards have become highly prescriptive and assessed with high-stakes exams, the reasons for schooling easily, and understandably, shift further away from the transcendent purposes and motivations teachers often have at the beginning of their careers (Heil & Luft, 2022; Leech et al., 2019; Richardson & Watt, 2016; Wong & Luft, 2015). Perhaps if state mandates reflected the purposes and motivations educators have for teaching science, elementary teachers would be more likely to dedicate instructional time to it. Moreover, science teacher educators navigating the complex environment of preparing elementary pre-service teachers and meeting state mandates for licensing would have coherent purposes to frame their instruction. This study aims to describe the purposes and motivations teacher educators have for preparing elementary pre-service teachers to teach science, and seeks to determine if these motivations are present in or aligned with mandated school policy. Findings from this study have the long-term potential to inform the field and policymakers of how mandates and school policy impacts teachers and teacher educators.

Abstract:

There are few studies exploring science, technology, engineering, and mathematics (STEM) self-efficacy and attitudes through the lens of students living in South Africa. Because students’ experiences outside the classroom have an insightful impact on their in-class accomplishments, support for the importance of non-formal learning in the South African context should be encouraged.  Using Bandura’s Social Cognitive Theory as a premise, this study sought to investigate the effect of the non-formal camp experience, known as the Taylor Education Framework (TEF), on South African middle school and high school students’ STEM self-efficacy and attitudes. The students’ (who participated in the camp experience) STEM self-efficacy and attitudes were compared to a population of South African adolescents who did not participate in the camp experience. The data were collected from three validated survey instruments (measuring STEM self-efficacy and attitudes) and were analyzed using non-parametric statistical tests to determine if there were differences in STEM self-efficacy and attitudes between the two groups. The results indicated there were differences in the STEM self-efficacy and attitudes of student participants who attended the camp with those who did not attend, as the students who attended the camp had higher scores regarding STEM self-efficacy and attitudes, implying that South African adolescent participation in the TEF model leads to increases in STEM self-efficacy and attitudes. These findings suggest that participating in effective non-formal STEM learning opportunities may prove to be educationally advantageous for middle and high school students in South Africa, while shedding light onto potential best practices for attracting and retaining student interest in STEM areas of learning and career choices.

Abstract:

    Teaching science utilizing digital technologies requires teachers to integrate technologies within their content area and instructional practices that lead to learning experiences for their students. A first step is to develop an approach for integration of digital technologies and then provide professional development (PD) focused on increasing teachers’ use of practical teaching strategies aligned with their content and district requirements. Socio-environmental science investigations (SESI) provide a method to utilize geospatial technologies for curriculum aligned learning experiences. 

    SESI focuses on social issues related to environmental science, and involves inquiry-based investigations that are open-ended with students engaging in data collection and geospatial analysis. SESI activities are multi-disciplinary and involve decision-making based on the analysis of georeferenced geospatial data, examination of relevant social science content, and consideration of social equity implications.

    In this related paper set, we present three different cases of the SESI curriculum-linked PD approach that we’ve designed to support secondary teachers’ development and implementation of SESI investigations and projects using a variety of GIS tools in three different high schools located in different geographic locations in the USA.  Each SESI investigation and project was collaboratively designed and developed between classroom teachers and science teacher educators, social studies teacher educators, and faculty with expertise in learning technologies. Each case illustrates the effectiveness of the curriculum-linked PD approach in providing teachers with professional growth experiences that enabled them to implement SESI investigations and projects in their classrooms with diverse high school students. 

Abstract:

In a rapidly changing world in which anthropogenic interactions are causing unparalleled environmental change, an environmentally-literate citizenry is critical for informed decision making and creative solutions. Aside from funding, the greatest need for improving environmental education is teacher professional development (Sickler, 2018). Pre-service teachers, or students in a university’s teacher preparation program, have been identified in the research as the “most effective long range means of diffusing environmental education” (McDonald & Dominguez, 2010, p. 19).  Despite this evidence, pre-service teacher environmental education courses have been historically removed from institutes of higher education (Powers, 2004).

Thus, our Virginia Teachers Innovating and Designing Experience Science (VATIDES) project sought to develop relevant, regional educational materials, conduct professional development, and create a regional educator network to promote and facilitate teaching of MWEEs to pre-service teachers. In Phase 1 of VATIDES, we created an approach to reaching pre-service teachers related to MWEEs.  In Phase 2, we will be creating a pre-service teacher MWEE Hub, where instructors in teacher preparation programs can select the elements, approaches, and resources that work best with their own self-efficacy and expertise with MWEEs.

In this session, we will provide activities that allow for participants to develop an understanding of the components of a MWEE, including providing example MWEEs for demonstration purposes. We will share the VATIDES training model for pre-service teachers and how it was implemented during Covid (2020) and hybrid in 2021. We will also provide participants with case study descriptions from two of the three institutions, hearing directly from faculty participants. Finally, we will share a draft of the Hub site with our ideas for broad dissemination, and participants will participate in small group discussion of how the Hub could be tailored to be even more beneficial to them in implementing at their institution.

Abstract:

District science coordinators (DSCs) organize and administer curricula while supporting teachers’ learning through various forms of professional development. However, there has been little attention to the professional learning of DSCs and how they support their teachers. This proposal aimed to understand how two DSCs, who participated in a PD program, supported their vision and science teachers’ professional learning. We explicitly examined how DSCs developed professionally as leaders and how they assisted science teachers.

A qualitative collective case study approach was used to conduct and code interviews (pre-and post-surveys), weekly logs of professional learning, and strategic plans collected from DSCs over two years. Case studies were developed and then examined through the learning organization model proposed by Senge (1990). The learning organization model is based on five principles: personal mastery, mental models, building a shared vision, team learning, and system thinking.

The two DSCs revealed high levels of personal mastery as they continued to expand their knowledge and skills by engaging in various professional learning activities. In addition, DSCs’ willingness to understand their teachers’ needs rather than dictate their behavior in leadership positions was reflected in their mental models. The analysis also indicated the DSCs valued the principles of shared vision and team learning. The learning organization model uses system thinking to evaluate the inter-relationships between these principles. For a district to succeed, DSCs must be able to demonstrate these five principles. As evident in this study, all the principles were visible, in varying degrees, indicating the DSCs were part of a learning environment.

Keywords: district science coordinators, professional development, professional vision

Abstract:

Elementary school is a crucial time to support student interest in and connection to science as children’s interests and aspirations in science are largely formed by the time they reach middle school (Archer et al., 2012; Tai, Liu, Maltese, & Fan, 2006). It is essential that all young learners have equitable access to meaningful opportunities to deeply engage in complex and critical scientific thinking. To make this vision a reality, teachers must be better equipped with the knowledge, skills, and resources to teach science in meaningful and equitable ways. 

While high-quality instructional materials are an important piece of the puzzle, curriculum-based professional learning opportunities are necessary to support teachers in implementing and purposefully adapting materials in ways that are meaningful in their context. We aim to build on existing knowledge of teacher professional learning to answer the question: What are the key design elements of professional learning experiences designed to support elementary teachers in implementing and purposefully adapting materials in ways that are meaningful in their context? We articulate a set of core features of transformational professional learning that are drawn from the literature of science teacher professional learning and share how we embodied and iterated upon these core features in two sets of professional learning experiences designed to support teachers in growing their design capacity to implement and adapt NGSS-designed materials. We considered the assets and opportunities afforded when working with elementary educators and kept central to our design the idea that learning to purposefully adapt instructional materials should be a core focus of professional learning. Drawing on professional learning field notes, interviews, and video journals as data sources, our findings aim to deeply describe and analyze the ways in which educators interact with the embodiments of the core features and propose further iterations on design features for future professional learning experiences.

Abstract:

Science, technology, engineering, and mathematics can improve lives fundamentally, provide skills to solve problems analytically in fundamental ways, and help make sense of the world (Gulen, 2019; NRC, 2014). STEM education and innovations are vital to growing the U.S. workforce and its ability to compete in a global economy (Ledbetter, 2018; LaForce et al., 2016). However, one issue examining data regarding STEM careers is finding a uniform definition of “STEM” (Bybee, 2013). Advancements in equality and justice within STEM components should consider “expanding what constitutes science and engineering,” and a “heterogenous understanding” could provide a broader view of these STEM components, support more students, and “bolster science and engineering as disciplines” (NASEM, 2022, p. 23-24). Therefore, understanding female perspectives strengthen equity and justice within these fields.

With the limited research regarding female perceptions of STEM, researchers implore more case studies to be conducted (Lesseig et al., 2019). This study sought to explore females’ perceptions of STEM disciplines and employed the concept of intersectionality as the theoretical framework Choo & Ferree, 2010). Interactions of different aspects of a person, such as gender, can help researchers to understand concepts within the social world (Misra et al., 2021). Intersectionality provided a lens to address possible inequality within STEM from a social context (Collins & Bilge, 2020). The methodology included four semi-structured focus groups with female faculty and students at Southern Regional University. An inductive coding process allowed the researchers to categorize data into different codes. The findings include one overarching theme, The STEM Array, with three subthemes: STEM as Exclusive, Inclusive, and STEM. This paper expands the literature on STEM education regarding females’ perceptions of STEM and could provide an insight into possible solutions to advancing U.S. innovations and identify viewpoints of disciples concerning STEM careers.

Abstract:

Given how little time elementary teachers have for professional learning in science and the shifts that have occurred in science instruction and goals it is important that professional development experiences are not only high quality, but also engaging and meaningful for teachers. Recognizing and responding to the need for increased support for learning and well-being in PD settings is an absolute necessity. In this position paper, we explore the question of what it means to elevate the personal side of PD; the side of PD that builds trusting relationships between PD participants and PD leaders. We argue that what is inherent in teachers’ wishes for meaningful PD is the need for PD structures that are responsive to what they require for their career growth while also maintaining compassion for complex humans who are balancing in- and out-of-school life events.

Abstract:

This presentation reports on globalizing science education in elementary science methods courses within teacher preparation. The intervention consisted of leveraging children’s literature as part of elementary science methods course work. This action-research study draws upon the UN Sustainable Goals to help preservice teachers and teacher educators to work towards a better understanding of values, beliefs, resources and practices of different cultures across the globe. As teacher educators we would like to bring more than awareness to address a global lens in science instructional practices. To adequately prepare future educators to teach diverse students is not enough; rather we need to also recognize that each individual is also part of a global community and learn some pedagogical movies that go with it.. Analysis of data revealed that teacher candidates were learning to become more globally aware in their teaching practices and were able to describe and demonstrate strategies in science lessons. Implications include (1) the need to model individual funds of knowledge ; and (2) the need for teacher educators to provide and model ways to embed global science education through a literacy-integrated model.

Abstract:

This exploratory session will begin with an interactive presentation where participants will reconsider perceptions (public and their own) of the K-12 teaching profession. Next, participants will enter a dialogue about their own experiences in advising and recruiting pre-service teachers. This dialogue will be framed in a way that leads participants to share and brainstorm creative ways to celebrate and further promote science teaching as a profession. The third segment of the session will consist of the presentation of an exemplar application of resources used to recruit pre-service STEM teachers.  Finally, the session will close with a summarizing discussion where data, slides, and additional editable resources will be shared in usable ways for participants to take with them to use as recruiting tools locally for their own programs.

Abstract:

The term “teacher educator” commonly refers to both those who educate prospective teachers and those who educate practicing teachers, that is, those who initiate, guide, and support teacher learning across the lifespan (Even 2008; Krainer & Llinares 2010).  A few researchers have tried to identify a possible trajectory for developing a teacher educator’s professional knowledge base (see Abell, Park Rogers, Hanuscin, Lee, & Gagnon, 2009) or have described what that knowledge base should be comprised of and what practices teacher educators need to learn and develop (see Berry & van Driel, 2012; Even, 2008; Kelchtermans, Smith & Vanderlinde 2017).  Despite these efforts, there continues to be little research available on how to support the professional growth of mathematics and science teacher educators in their work with teachers.

Therefore, the purpose of this proposal is to bring to light how researchers are working within and across the science and mathematics education communities to enhance teacher education by discussing important aspects regarding the professional growth of mathematics and science teacher educators.  More specifically, what frameworks for professional growth are guiding our ideas about how to study teacher educators’ learning and development, what models or programmatic experiences appear to be working well, and what common practices are occurring in mathematics and science education with respect to professional growth of teacher educators?  Also needing consideration are what methodological approaches can best serve our collective inquiry into this area of research. These and other questions related to understanding how  science teacher educators develop their beliefs and competencies for teaching teachers, as well as how these educators are learning to grow their own practice, are encouraged for submission to this issue.

Abstract:

The purpose of this study is to examine whether the STEM teacher preparation program has been effective in attracting STEM majors into the teaching profession and supporting their sustained interest and identity development during the program. Teaching identity has been identified by other researchers as a critical component of both preservice and early career science teacher development (Avraamidou, 2014; Eick & Reed, 2002; Hobbs, 2013; Luehmann, 2007; Proweller & Mitchener, 2004; Sutherland et al., 2010). 

This quantitative study was conducted at a regional comprehensive university in the southeastern U.S. Participants were undergraduate students who completed at least one of two different courses, an introduction to education course and a STEM methods course over five academic years (2017-2022). Most of the participants (66 out of 71 total participants) were pending or active STEM teaching majors and had either expressed interest in or were accepted into the Noyce scholarship program. Five additional participants were STEM majors who were enrolled in the minor in secondary education. Data sources included course enrollment records and participant responses to surveys administered at the end of each of the two courses. Both end-of-course surveys included two sections on teaching interest and teaching identity. 

The undergraduate STEM students in this study were positively inclined to teach and could see themselves as teachers even as freshmen and sophomores. Despite these favorable attitudes, about half of them did not complete the STEM methods course as juniors and continue on the path to teaching. Additionally, students who went on to complete the STEM methods course expressed lower levels of interest in teaching in high need settings, which are the schools and communities who need them the most. This study points to a clear need to develop additional strategies to recruit early STEM majors into teacher preparation programs and enhance their desire to teach in high need schools. Offering scholarship funding is simply not sufficient.

Abstract:

The purpose of this study is to analyze and collect student impressions on the effectiveness of online versus in-person science instruction for Midwest University (pseudonym) students. The research question that guided this research is the following: How does online science instruction impact the learning experience of Midwest University students? Midwest University students who have taken at least one science class since June 1, 2020 will be surveyed regarding their experiences with online learning during the pandemic. Select students will participate in a follow-up interview. A mixed-methods approach will be used in this study. Researchers will separately code student responses and codes will be consolidated into themes. Preliminary results show that students experienced hybrid, virtual, and in-person learning, and there were both benefits and difficulties with online learning. Benefits with online learning include flexibility in scheduling, synchronous lectures, alternatives to discussion posts, no missing class due to illnesses, and more overall structure. Difficulties with online learning include maintaining focus, lack of interactions and connections, difficulty in retention, and it is more expensive.

Abstract:

Although many professional developments have been deployed in order to combat teacher scientific misconceptions, teacher misconceptions remain persistent throughout the education space. Furthermore, there is little in the literature about what makes professional developments successful or not in combating misconceptions. We conducted a meta-synthesis to better understand the scope and trends of findings across the field on the efficacy of teacher professional development at combatting teacher’s scientific misconceptions. This meta-synthesis explores various professional development models that have been utilized in order to address teacher misconceptions. Articles were coded for grade level band (either secondary or elementary) and foci (either content or pedagogical strategy). Results indicate that content focused professional development better helps both elementary and secondary teachers with addressing their own misconceptions and misconceptions within the classroom. Furthermore, meta-synthesis results indicate that despite greater content knowledge, secondary teachers still benefit more from content focused professional development targeting the correction of misconceptions. 

Abstract:

This presentation will share the process and course development of a collaboration between elementary science education faculty and education diversity, equity and inclusion faculty.   When many data points suggested that our recent elementary MAT graduates were not prepared to effectively and confidently teach mathematics content to their K-6 students,  the MAT faculty brainstormed how we could re-design our program to better prepare our elementary candidates.  These discussions led to the removal of science pedagogy from the semester long Mathematics and Science Pedagogy course, so that teacher educators could focus on solely on developing their teacher candidates’ mathematics  teaching skills.  This presentation will share our story as we created the course syllabus and key learning activities to integrate science pedagogy into the existing Educational Equity and Inclusion class for elementary teaching candidates.   We describe how we use the Speedometry Curriculum and the 5E model to engage our teacher candidates in an authentic, equitable science learning experience that builds on students’ funds of knowledge.   Furthermore, we discuss how we modified the existing equity assignments to be situated in science content and elementary teaching contexts.  We look forward to a robust discussion of how to ensure that all elementary teachers are prepared to teach science with an equity and inclusion lens.

Abstract:

The Environmental Justice, Activism, and STEM Pedagogies Freedom Seminar is a course that will be offered at a public research institution in Appalachia in Spring 2023. The course is based on the findings from two similar “Freedom Seminar” courses piloted in spring 2022 called “Place, Collective Economies, and Environmental Justice: A Freedom Seminar” and “Global Water, Activism, and STEM Pedagogies: A Freedom Seminar.” A Freedom Seminar is a 1-credit course offered in the Department of Teaching, Leading, and Learning at the University of Pittsburgh. Freedom Seminars can focus on a range of freedom projects, theories, pedagogies, and praxes. 

 In this Freedom Seminar, we will undertake an introductory consideration into Critical Environmental Justice for undergraduate and graduate students across a variety of schools at the university. We use the lens of activism and STEM pedagogies to study Environmental Justice. Through these lenses, we are engaged in understanding the way our environment connects, isolates, heals, impacts, and sustains us in different ways. We also study how STEM pedagogies can be a site for activism and create liberatory futures. The purpose of the Environmental Justice Freedom Seminar is to collectively begin or continue to think about the relationships between activism, STEM pedagogies, and Critical Environmental Justice and how they might help us build theorized practices and sites of liberatory action towards an environment that is safe and just for all. 

We use freedom-focused pedagogical choices to support collective learning like exploring activism through real world application in our communities and contributing to a true living syllabus. Each student explores how they are uniquely positioned to interrogate and dismantle systems of oppression, support existing efforts from local activists, and leverage STEM pedagogies in their own context outside of our course. The content, practices, and theoretical underpinnings of this course are essential, but often missing, components of a science educator’s preservice training.

Abstract:

In the past decade, teacher performance assessments have gained popularity as both formative and summative assessment instruments in teacher education and as a requirement for initial teaching licensure. The purpose of this longitudinal qualitative study was to investigate the potential influence of the edTPA, the most widely implemented preservice teacher performance assessment in the U.S., on preservice science teachers’ pedagogical content knowledge (PCK) and PCK development. This investigation focused on the integration of components of PCK (e.g., knowledge of student understanding, knowledge of instructional strategies and representations, knowledge of assessment, knowledge of curriculum, and orientations to teaching science). Through analysis using the constant comparative method, five aspects of how the edTPA portfolio creation process influenced preservice science teachers’ (PSTs) instructional practices and PCK development were identified. The edTPA portfolio creation process facilitated PSTs to: (1) increase reflection on their teaching practice; (2) increase integration between components of their PCK; (3) expand their knowledge of students’ understanding and more frequently integrate it into their PCK; (4) more frequently implement student-centered instruction; and finally, (5) develop and more frequently integrate their knowledge of assessment into their PCK. During the investigation, several indirect influences, both potentially positive and negative, of the edTPA on PCK development were identified. Potential solutions to ease tensions related to the timing of the edTPA and other recommendations to maximize the potential benefits of the edTPA process are discussed. 

Abstract:

District science coordinators (DSCs) are among administrative leaders often overlooked in research and professional learning (PL). This study utilized situated learning theory and a Community of Practice (CoP) approach to a two-year PL for DSCs.  Eleven DSCs from one southeastern state participated in monthly PL sessions over two academic years. Products from the PL included a district strategic plan for science instruction, a curriculum map and evaluation of curriculum, and plans for PL sessions with a supporting evaluation. Besides these artifacts, other data included interviews and surveys. Wenger and colleagues (2011) value creation framework was utilized to assess the DSCs’ perceptions of value gained from interactions within the CoP. Initial data analysis indicates DSCs placed the most value from the PL on the network they created. This suggests using a CoP framework for the design of district leader PL may be an effective model

Abstract:

Recent calls for science education reform suggest that science teaching needs to become both better and more equitable. We do not, currently, know much about how secondary science methods coursework prepares prospective teachers for better (i.e., Framework-aligned) or more equitable teaching. Indeed, broad knowledge of the content of secondary science methods courses is perennially in short supply. In this study, I attempted to bolster our understanding of the goals and content of secondary science methods coursework by analyzing the syllabi of 35 courses across 13 different North American programs. I performed a qualitative content analysis of the data around three specific areas of interest: course goals, course assignments, and assigned textbooks. While most programs included at least some goals related to the Framework (or NGSS) and to issues of equity, very few assignments involved substantial engagement with either of these two areas of reform. Most assignments, rather, consisted of reflective writing or the creation of instructional plans. Book assignments were extremely variable, though publications from the National Academies Press and standards documents were well represented. Overall, data seemed to suggest that methods courses may be treating the Framework and issues related to equity as “two more things” that needed to be addressed in their courses, rather than as central reform goals. However, it is difficult to reach firm conclusions because syllabi differ so much one program to another. Science Teacher Educators—and researchers—might be well-served by developing some common guidelines for what a syllabus ought to include and why. 

Abstract:

Many STEM professional learning opportunities have been characterized as basic, disconnected, and ephemeral. To address the growing demand for quality STEM educators this roundtable discussion will utilize the findings from a phenomenological mixed-method study to initiate discussions on the relationship between STEM professional development and teacher self-efficacy. While teacher efficacy has been identified as an important and essential element in the overall quality of STEM educators, the research presented provides a better understanding of the long-term influence of STEM professional development on STEM teacher self-efficacy. In addition to reviewing findings, roundtable participants will engage in conversations on best practices in STEM teacher professional development and the overall impact on STEM education.

Abstract:

Internationally, there have been significant investments in helping teachers learn how to teach science literacy using reform-based approaches (Atkin & Black, 2003; Abd‐El‐Khalick et al., 2004). Yet there has been limited attention on how teachers’ goals for developing science literacy influence their teaching. In many teacher education courses or professional development settings, we may jump to the how-to teach science without first engaging our participants in better understanding their own personal motivations for teaching science that may help better motivate instructional reforms. 

By better understanding the “why’s” behind teachers’ reasoning for developing science-literate students, we can better understand the motivations for how teachers teach. We are developing an instrument to be used by teachers to help researchers, science education leaders, and teachers themselves better understand their purposes for teaching science. The intended audience for this survey is pre-service and practicing general elementary to secondary school science teachers. We are also developing a curriculum to be used within teacher education and professional development settings to help participants better understand their purposes for teaching science.  Initial data from a pilot study will be shared with participants. 

Abstract:

Like all SSI, the COVID-19 pandemic requires engagement that involves scientific thinking and may vary across social groups. This investigation determined how COVID-19 science views and sociocultural membership associated with 967 university biology students’ COVID-19 vaccine acceptance and actions. Hierarchical moderated multiple regression analyses demonstrated that higher levels of vaccine acceptance associated with students’ rejection of vaccine conspiracy views, increased COVID-19 prevention knowledge, higher levels of trust in the stability and reliability of COVID-19 science and the CDC to provide the consensus view of COVID-19 science, and holding a more liberal political ideology. Being increasingly politically conservative and believing COVID-19 misinformation significantly associated with lower levels of COVID-19 mitigating actions, and increased COVID-19 spread prevention and health impact knowledge, risk perceptions, and confidence in the CDC associated with higher levels of COVID-19 mitigating actions. Political orientation moderated the relationship between students’ beliefs about the stability and reliability of COVID-19 science and their committing COVID-19 actions, with an increased trust in the stability and reliability of COVID-19 science holding an important positive association with moderate, conservative, and very conservative students’ COVID-19 mitigating actions. Implications discussed include the importance for helping students analyze how sociocultural membership, personal biases and trust in science interactively influence socioscientific decision-making.

Abstract:

In this study, two science teacher educators integrated three different online simulations into one section of their secondary science methods course to support their preservice teachers (PSTs) in learning how to engage in one core teaching practice: facilitating discussions that engage students in scientific argumentation. These online simulations, Teacher Moments (TM), Eliciting Learner Knowledge (ELK), and Avatar-Based Simulation (ABS), were designed as part of a coherent and connected set of learning activities to help PSTs learn how to engage in this core science teaching practice. The focus of this study was on examining the secondary science PSTs’ perceptions of the clarity and authenticity of these three different types of online simulations and their success during the simulations, as well as whether and why they would recommend using these simulations in future teacher education courses. Findings suggest that most PSTs perceived the written simulation task materials to be very or somewhat easy to understand, although some PSTs had difficulty understanding the user interface of the ELK and TM simulations. Results also indicate that most PSTs perceived two of the simulations, ELK and ABS, to be very or somewhat authentic, with more variability in the authenticity perceptions of the TM simulation. In addition, most PSTs reported that they were somewhat or very successful in addressing key elements of high-quality, argumentation-focused discussions during these simulations, although there is still room for growth across these elements. Finally, there was strong support for using these simulations in future teacher educator courses, mainly due to the PSTs’ perceptions that these simulations provided a safe space for them to practice. Taken together, these findings suggest that these types of online simulations have potential to support PST learning of this core teaching practice, although some modifications to the design of the simulations would likely enhance these learning opportunities.

Abstract:

The purpose of this study was to explore how engaging in dialogic collaborative action research (D-CAR) supports a professional learning community (PLC) focused on discussing equity in STEM classrooms. Through regular monthly meetings with STEM teachers, I attempted to create an environment where teachers could speak freely about how to improve equity in our STEM classrooms and the implications of doing so. We met virtually once a month throughout the 2021-2022 school year to engage in dialogue surrounding topics of equity in STEM education. Teachers were eventually able to have discussions about equity and what that can look like in the STEM classroom. Through these discussions, they were able to learn from each other and get ideas to try out in their own classroom.

Abstract:

As classroom populations have become more diverse, teaching populations, including our institution’s own, are overwhelmingly White and female. Simultaneously, we prepare teacher candidates (TCs) at the same university to teach science equitably to diverse students. In this study, the authors detail the revamping of elementary and secondary science methods courses to prepare TCs to work with students from diverse backgrounds. One hundred and fifty-six elementary and secondary science TCs participated in this study from fall 2019 to spring 2021. This action research study answers the research question: How do TCs beliefs about equitable science teaching change? To answer this question, we analyzed the drawings, descriptions and scores from TCs’ Draw a Science Teacher Test (DASTT; Thomas et al., 2001) from the beginning and end of the semester-long science methods courses. The teaching styles depicted in TCs’ DASTT drawings shifted to be more student-centered over the course of the semester, as judged by the DASTT scoring rubric. We also observed (a) more student focus, (b) more markers of discourse, and (c) more tools of science in students’ hands in TCs’ later drawings and descriptions.

Abstract:

The literacy ability of Korean students continues to decline. The biggest reason is that more time is spent using smartphones or the Internet than reading books. Today’s students need to have literacy skills to read and write not only texts in books, but also digital texts using electronic devices. Therefore, digital science text literacy education (DSTLE) is needed so that students can read digital science texts in a digital environment and develop the ability to identify correct digital information. In order to provide students with DSTLE, it is urgent to strengthen the professionalism of teachers in it. This study aims to explore the effects of developing a cooperative teacher training program to improve teacher professionalism in DSTLE. The teachers participating in the study consisted of 10 elementary school teachers who conducted in-depth interviews and operated a collaborative inquiry community with the researchers. As a result of the study, First, although elementary school teachers lacked a concrete conceptual understanding of digital science text literacy, they were prepared both internally and externally in terms of functioning during the COVID-19 period. Second, the collaborative teacher training program was operated over 12 sessions. The purpose and goal of the program is to understand, interpret, and reflectively and critically implement the cognitive, affective, and behavioral elements of DSTL in consideration of the various contexts of the elementary school field, ultimately developing the teacher’s professionalism in DSTLE. Third, data is being collected on the participation effect of this program, and data analysis will be completed in December 2022. The results of this study offer science teachers and educators a means for increasing students’ digital science text literacy skills. We offer specific examples of how teachers can support students to use reading strategies in an online environment to read digital science texts and to develop abilities to effectively select and evaluated science text information in the rapidly digitized world.

Abstract:

As of 2017, only 18% of reporting districts within the United States stated their teachers had been sufficiently trained in technology use within the classroom (Office of Educational Technology, 2017). Grounded in Technological Pedagogical and Content Knowledge, or TPACK, this presentation will show how one Northern Nevada school district is seeking to provide their teachers with impactful and effective professional development around 3D printing.       Preliminary research findings within this district have shown that more science and technology teachers are receiving 3D printers for their classrooms, however, these teachers are often self-taught in the use and developing their own curriculum or working within small teams to do so. Furthermore, there does not seem to be a standardization in the type of printer used. A literature review performed by Novak et al (2021) found that this technology is apt at engaging learners and is being used throughout different grade levels. However, this presenter could not find research on how to train teachers on this technology. 

The intent of this presentation is to share the design-based professional development work shop created to address the gaps within teacher understanding of how to use their specific type of 3D printer, its software, and provide collaboration time for teachers to adapt and/or create curriculum which utilizes 3-D printing technology. 

Abstract:

Undeniably, the powerful influence of integrated STEM education over the world has shifted how a science teachers must teach science to their K-12 students. These cultural shifts in science education are complex because they necessitate identity negotiation, new norms, institutions, and processes, especially for a pre-service science teacher, as a powerful resource for integrated STEM education sustainability. Therefore, it would be more emergence to find any gaps existing among three specific science majors (Science, Physics, and Biology) of pre-service science teacher identity development to anticipate any integrated STEM education implementation difficulties, development, and establishment in Indonesia. In this study, we employ a case study design. Even though the majority of STEM teacher identity has emerged in the developed pre-service science teacher identity, such as Change agents (problem-solver, creativity & innovation, scaffolding, and friendly), risk-taker, open to change (opportunist, self-efficacy, and self-belonging), ongoing learning/knowledge seekers (self-efficacy, self-awareness, and self-directed learner), collaborative with a preference for team teaching (communication & collaboration skills), aware of the best practice in STEM (Interdisciplinary perspective), there is still apparent discrepancy toward the emerged STEM teacher identity, namely: Emerging STEM teacher identity alignment between STEM conceptualization and personal philosophy, believing in equity and inclusion, and aware of the social issue sand community needs. As a highlight, in this case, the risk-taker core concept differs among the three majors including the pedagogical approaches, contextualizing concepts, and concept terminologies accordingly. In conclusion, the educators in science teacher preparation programs in Indonesia need to develop the appropriate discipline-based context in order to comprehensively implant the essence of integrated STEM education in pre-service science teachers. Hence, they can fully achieve the best version of their STEM teacher identity.

Abstract:

This workshop focuses on the Universal Design for Learning (UDL) framework, which provides guidance for embedding evidence-based instructional practices to reduce barriers to learning for the widest range of learners, including students with disabilities and English Learners (CAST, 2018). Although the proactive use of the UDL framework to plan instruction is specifically recommended for supporting the science learning of students with disabilities (NGSS Lead States, 2013), UDL is not comprehensively addressed in many general pre-service teacher education programs (Lowrey, Classen & Sylvest, 2019; Vitelli, 2015). Pre-service teachers may not take what they have learned about UDL and successfully apply it to planning science instruction (Kahn, Pigman & Ottley, 2017); they require specific opportunities to deepen their understanding of UDL and apply it within the context of teaching science (Grande & Whalen, 2017).  Additionally, in-service science teachers continue to report feeling underprepared to teach students with disabilities (Kahn & Lewis, 2014). Yet the number of students with disabilities who spend 80% or more of their time in general education classrooms, as well as the number of students identified as English Language Learners has continued to rise over the past decade (NCES, 2020). This workshop contributes to addressing the acute need for improved inclusive science teacher education.

This workshop presents strategies for integrating UDL as a topic into elementary and secondary science methods courses by providing opportunities for participants to partake in abbreviated versions of model learning activities suitable for use in methods courses. Specifically, this workshop provides learning activities designed to increase preservice teachers’ familiarity and understanding of UDL, as well as to develop their readiness to apply UDL in 5E inquiry-based lesson planning. The workshop also includes a short debrief discussion so participants can reflect on how to integrate UDL into their own methods courses. Additionally, instructional resources will be shared.

Abstract:

How to best prepare prospective teachers through undergraduate and graduate teacher preparation programs has been explored extensively. However, the question of how to best support novice teachers in their second through fourth years has been less explored, in particular for science teachers. Our present study focuses on an attempt to provide science-specific instructional support to early-career middle school science teachers through a partnership between graduate students experienced in teacher education and a middle school in need of such instructional leadership. A retrospective analysis of this year-long program resulted in a case study exploring targeted science support from an external source, in this case, the university. Two research questions emerged: (1) What school contextual factors challenge effective support for science teachers? (2) How can external support structures be better suited to support early-career science teachers in the classroom? Several themes emerged in relation to each question. The contextual factors that most challenged external support were: testing as a priority, more difficult placements for early-career teachers relative to their peers, and the need to better value content specialities. Themes around how external support could be strengthened revolved around the need for structured and protected meeting time, clearer department-wide organization structures, and more streamlined methods of communication between all stakeholders. We expect that our findings will allow us to continue a productive conversation about teacher education for early-career teachers who are establishing themselves at their school sites yet in need of resources for science-specific support. As teacher educators, we participate in many conversations about what to teach teachers; but often overlooked is how to implement this in the field for teachers who are not themselves enrolled in graduate studies and do not find the science support they need within their schools. This is an important cohort of teachers that deserve immediate and high quality support.

Abstract:

Despite the call for three-dimensional (3D) learning through the integration of the crosscutting concepts (CCCs) with disciplinary core ideas and science practices (NGSS Lead States, 2013), the role of the CCCs in teaching and learning is still largely unexplored. Supporting teachers to engage their students in using CCCs within 3D learning requires teacher educators and researchers to identify and study the development of teacher knowledge and practice in this area. In this Exploratory Session, we bring together a set of teacher educators and researchers interested in knowledge related to the CCCs that teachers need to support 3D learning and how to elicit, assess, and analyze this knowledge and practice. During the session, we will ask each other and participants, “What knowledge of the CCCs do teachers need to support three-dimensional learning? How can teacher educators and researchers elicit, assess, and analyze this knowledge?” Drawing on examples from a variety of projects and courses, we intend to engage in small and large group discussions to grapple with the complexity of how to define and support teachers’ knowledge and understanding of the CCCs. We see this Exploratory Session as an opportunity to bring questions related to teachers’ knowledge of the CCCs to the larger ASTE community for discussion. 

Abstract:

Participants included 81 teacher leaders from one or more STEM disciplines that participated in one of four Noyce Track 3 projects funded by the National Science Foundation. These four Noyce Track 3 projects were part of a larger Noyce Track 4 research study. Participants were interviewed to learn about the teacher leadership activities they engaged in, their definition of teacher leadership, and their beliefs regarding desirable teacher leadership qualities. All interviews were conducted in 2018, with the exception of Northern Midwest (NW). The NW site was not originally part of the larger track 4 research project and conducted the interviews after being added to the team (Table 1). Interview length varied between 58 and 111 minutes.

Data analysis was conducted by the five authors using the constant comparative method (Glaser & Strauss, 1967). The first author generated an initial list of codes from her data set for the team to start from. The team met approximately every two weeks to discuss interview segments that could not be coded using the existing themes and codes, to clarify the meaning of a theme/code and, subsequently add or collapse codes. 

There were three themes in the data. Teachers indicated that teacher leadership involved 1) Personal dispositions/attributes; 2) Actions/activities; and 3) Positionality. Within each theme, there are between 4 and 13 codes (Table 2). We define Personal Dispositions as traits that can be cultivated, not necessarily observable, and drive what actions the teacher take. Actions are observable phenomena that the teacher does. The final theme, Positionality, refers to how the teacher sees themselves in relation to their peers. All participants included dispositions and activities in their defeinitions.The theme of positionality occured least often. 

This is the first effort to capture tecahers voices across contexts to guage whether exitsing definitions of teacher leadership align with teachers views. The emphasis teachers placed on dispositions is noteworthy and largely overlooked in definitions and standards.

Abstract:

Elementary teacher candidates play a critical role in our K12 school systems. They are required to be well-prepared to teach diverse students across all content areas as well as contexts. As we know, learning how to teach science in an elementary classroom is a complex process. It can be even more challenging to embedded meaningful educational technology for teacher candidates in their inquiry-based teaching practices without proper modelling and scaffolding by teacher educators in methods courses. The approach taken in this science methods was anchored in the R.A.T. technology integration model (Hughes, 2016). This study employed the advantages of educational technology to enhance teaching and learning practice of science topics. Synergistically infusing tools to enhance inquiry-based instructional practices helps motivate teacher candidates to utilize various pedagogical tools. A particular focus in this exploratory study was on the use of augmented reality in teaching K-5 science content. Data included drawings, reflections, and lessons. An analysis of data revealed conceptions of teaching science where instructional ideas and practices showed: (1) an affinity to using iPads and/or educational apps, (2) an enhanced comfort with science content as well as readiness in cross-content integration, and (3) an appreciation of interactive engagement. Although the findings are not generalizable. The study aims to provide recommendations to infuse educational technology by fellow teacher educators in methods course design.

Abstract:

Although supervisors are generally acknowledged as a crucial link between teacher preparation coursework and the field, there is often a disconnect between course instructors and clinical supervisors; lack of communication can lead to preservice teachers receiving different, sometimes conflicting feedback.  However, there is little information in the literature about the relationships between science methods course instructors and field supervisors, and their impacts on the development of preservice secondary science teachers. In our project, we used a multiple case study approach to build on ongoing work at two Universities, one in northern and one in southern California with different expectations for secondary science supervisor selection and preparation, but similar approaches in the science methods courses, to explore answers to the following questions: 1) What structures might help to further support coherence and collaboration among science methods instructors and field supervisors and in what ways?; 2) In what ways do these collaborative structures influence how Supervisors view their role as supervisors of preservice secondary science teachers and as part of a team of science teacher educators? ; 3) How might a set of tools for NGSS instruction already used in the science methods courses be used as a bridge between coursework and field supervision? Participating supervisors varied greatly in their amount of science teaching experience and experience with NGSS, both of which connected to the ways that they viewed their role as science teacher educators and how they interacted with course instructors and other supervisors. This work provides important insights into how university supervisors perceive their roles as part of the science teacher educator team and how we might develop organizational structures to help foster collaboration among course instructors and field supervisors.

Abstract:

Our poster describes the testing of a haptically-enabled simulation for the teaching of core force and motion concepts. We situate our work at the intersection of educational technology and assessment. The study was exploratory and descriptive in nature (i.e. not inferential) and involved a convenience sample (N=29) of undergraduate pre-service teachers. While preservice elementary teachers bring valuable resources to their teaching of basic physics, they tend to be less confident in their ability to teach physics compared to the life sciences, and often struggle to describe teaching strategies that could be used to teach core physics concepts well. We will present findings from our analysis of both the Content and Pedagogical questions. Our research-based suite of assessments are likely to provide insights into preservice teachers’ pedagogical content knowledge about force and motion concepts. We maintain that if preservice elementary school teachers (re)learn basic physics more deeply then they will in turn be more likely to provide richer opportunities to learn for their students.

Abstract:

Educational makerspaces are spaces inside schools for making, learning, exploring, sharing and using high tech to no tech tools.  Most spaces have equipment which might include 3D printers, laser cutters, soldering irons, sewing machines and wood working tools, along with other low or no tech materials.  Teachers can use these maker spaces to enhance and support classroom learning.  The maker movement and maker education are built on constructionism, the philosophy of hands-on learning, and constructivism, which is the application to a hands-on learning environment. Learners initiate the learning.  It is commonly believed that educational makerspaces are “zones of self-directed learning” with the main objective to facilitate the acquisition of concepts by building a specific project (Kurti et al., 2014, p.8). 

Learning how to use maker pedagogy and technology to their highest potential in a formal K-12 classroom takes learning and time for both teachers and students. This presentation proposes a continuum for this learning in the form of a rubric to guide teachers’ own self-assessment as well as an assessment tool for providers of professional development.  The use of a rubric to support classroom teachers in their use of the makerspace, can serve as a guide for coaching and mentoring for those schools who are interested in progressing in their use of a Makerspace in their school.  It identifies aspects of teacher and administrator responsibilities as well as student characteristics to help improve student learning through the use of a makerspace.  

Abstract:

This exploratory session will address the unique issues related to Women in Science Education, on behalf of the WISE FORUM- all are invited to attend.We will specifically engage in practices to discuss how networks support innovative practices, and can be used to develop strengths. We will review the relationship between innovation and transformational leadership. Specifically we will work on how emotional intelligence can be a useful skill to be a positive leader, and how examining your current networks can help you to generate more productive and fruitful opportunities for growth and mentoring in your roles. Specific attention will be given to the tenets of the nature of science in our analysis and discussions. Explicit attention will be given to working to use your voice in policy discussions to advocate for equal representation in all contexts.

Abstract:

The presentation reports on a group of science education researchers seeking a broader asset-based and diversified view of pre-service elementary teachers’ (N = 144) domain-specific prior knowledge of engineers. We define domain-specific prior knowledge as the available specialized knowledge of engineers in pre-service elementary teachers’ long-term memory at the onset of learning to teach science in the science teaching methods course. The domain-specific prior knowledge was investigated using pre-service elementary teachers’ drawings of engineers and narratives of their drawings. This data set was used to explore (1) the relationship between pre-service elementary teachers’ K-12 school contexts and their drawings of engineers, and (2) pre-service elementary teachers’ drawings of engineers from the construct of critical consciousness to expose diversity, equity, and inclusion contradictions.

In addition, two other data sets, pre-service elementary teachers’ drawings of science teachers and scientists, respectively, were analyzed together with the drawings of engineers to explore and identify close associations (similarities and differences), if any, between pre-service teachers’ prior knowledge of engineers and their prior knowledge of science teachers and scientists. The titles of the papers are: (1) Pre-service elementary teachers’ K-12 school contexts as indicators of their prior knowledge of engineers.  (2) Pre-service elementary teachers’ prior knowledge of engineers: A critical conscious framework analysis. (3) Pre-service elementary teachers’ prior knowledge of science teachers, scientists, and engineers: Close associations (Similarities and Differences).

Abstract:

The integration of technology into science is a way to enhance and support learning, but learning how to implement and support productive uses of educational technology in science classrooms is often overlooked. Technology is sometimes thought of as a distinct component of knowledge; however, it is most meaningful when situated in a content area such as science. Digital age learners come to the science classroom equipped with a wide range of skills and a wealth of information at their fingertips. Although science and technology have enjoyed a symbiotic relationship (Ihde, 2009), the ubiquity of information technologies requires teachers to modify instruction and experiences for our K-12 science learners. Environmental and societal changes have impacted how and when our students acquire and synthesize knowledge. These changes compel us to modify and adjust to improve the practice of teaching science to meet the unique needs of students who are growing up in a society dominated by connected digital devices, constant communication, and the ubiquity of information. Therefore, the focus of this proposed session is the dissemination of theory-informed practices for science teachers that increases their instructional effectiveness for teaching digital age learners.

The authors of this proposal are contributing to the creation of a textbook, titled Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age, which will be published in November 2022. The purpose of this book is to communicate how to increase science educators’ understanding of the needs of digital age learners, develop theoretical and practical teaching strategies that align with science content, and integrate technologies for learning with fidelity. Six selected chapters will be shared that demonstrate the many avenues of educational technology integration. The authors of each shared chapter will demonstrate how science educators can connect science content to the unique needs of digital age learners.

Abstract:

The recent National Academies of Science Engineering and Medicine (NASEM) report Science and Engineering in Preschool through Elementary Grades: The Brilliance of Children and the Strengths of Educators stresses the imperative of working toward equity and justice through science and engineering in the early years. One conclusion of the report is that “Teachers need support in enacting science and engineering instruction that is responsive to and supportive of the cultural and linguistic backgrounds of children in their classrooms” (2022, p. 243). The report also recommends that science teacher education faculty be provided professional learning opportunities on how to work toward equity and justice in teacher education, in order to help achieve this goal. This session, co-sponsored by the Equity Committee and Elementary Methods forum, is a response to this call and intended to build the collective capacity of ASTE members. 

Abstract:

The innovation described in this proposal seeks to address three challenges in science teacher education: 1) developing NGSS-aligned instruction among pre-service teachers, 2) supporting social and environmental justice-oriented science teaching, and 3) evolving practice-based teacher education methods towards congruity with social justice-oriented teaching. Our innovation seeks to address these challenges in tandem by designing and implementing a new university-based teaching methods course. In this course, pre-service science teachers will learn to design phenomenon-based learning experiences built around local environmental and social justice issues. A key part of this course engages students as science learners; each class meeting will feature a science learning activity. Modeling effective instructional approaches, these experiences will center environmental and social justice issues as phenomena, grounding all learning in real, complex problems facing society. We share the overview, aims, and pedagogical activities of this course, which we view as an innovation, planned for implementation in Fall 2022. We describe potential outcomes and likely findings to share at ASTE in January 2023.

Abstract:

It is well-documented that prospective teachers have difficulty understanding what models and modeling are, how they function in knowledge-building, and how to teach about them. Studies on models and modeling have shown that K-16 science learners tend to think that models are copies of their referents, i.e., that they reflect reality or that they are smaller versions of real phenomena. We should ask how we can provide prospective teachers with learning opportunities so that they can revise their naïve perceptions on modeling practices in science classrooms. Enacting the theoretical underpinnings of case-based pedagogy that focuses on teachers’ problem solving, decision making, reflective practices, and their beliefs about teaching and learning, this qualitative case study aimed to reveal preservice elementary science teachers’ understanding of models and modeling practices through reflective practices in the context of a modeling workshop. This study asked how multimodality embedded in modeling practices influences preservice elementary science teachers’ understanding of the role(s) of models and modeling in knowledge-building in science. The analysis indicates that preservice elementary science teachers’ understanding of the role(s) of models and modeling in knowledge-building in science revolved around the following two categories: models as multimodal tools and models: moving beyond copies of reality. Suggestions for future research were presented.

Abstract:

Science teachers experiencing curricular reform have an intricate duality where they are critical change agents responsible for implementing NGSS-based reform, yet they are also one of the many targets the reforms seek to change. Teachers are therefore the central locus as it relates to systemic reform. The teacher-centered systemic reform (TCSR) model recognizes teachers as the keystone to enacting and being changed by reform initiatives (Woodbury & Gess-Newsome, 2002). A multitude of personal and external contextual factors affect teacher thinking and practice while undergoing and enacting reform-driven change. With myriad factors instilling dilemmas for teachers to resolve, exploring the lived experiences of teachers’ narratives is one way to inform ongoing supports for teachers amidst these dynamic times. This study focuses on one such teacher leader (“Sally”) who held classroom teaching and district-level responsibilities. Narrative analysis was used to explore Sally’s experiences implementing and being changed by an integrated science curricular reform. A semi-structured interview conducted at the end of the inaugural year of implementation was transcribed and coded using a structural approach to extract the aspects of Sally’s perceptions and experiences with the reform. Findings reveal a simultaneity of excitement and uncertainty. Sally was supportive of integration efforts despite some hesitancy and deviation from past practice. She recognized students did not have the same level of coherence and motivation, but found value in the futurity of the reform goals to improve student learning. Additionally, she related her experiences to peers in finding collaborative support and troubleshooting professional development needs to sustain implementation efforts. While the coda from one school year reflected positive changes, it also signaled the need for continuity and revision to attain sustainable change.

Abstract:

Professional vision is an important construct in teacher competency field. Investigating professional vision helps the researchers to have a clear understanding of teachers’ situated and dynamic nature in classroom teaching. However, there is limited research on professional vision in science education, especially in NGSS, although NGSS has had a great impact on science education in the United States. Our study aimed to investigate one of the NGSS practices—engaging in argumentation from evidence under the professional vision lens. This study revealed science teachers’ pattern of professional vision of argumentation, analyzed the potential factors that influenced teachers’ professional vision, and provided design insights in professional vision studies regarding NGSS.

Abstract:

Both science and social studies (Author, 2021; Ciullo et al., 2020; Scruggs et al., 2008) are often neglected subjects in special education (SPED) despite the benefits they can offer to all learners (Scruggs et al., 2008). In addition, teachers are not prepared to teach these subjects to students with special educational needs (SEN) (Taylor & Villanueva, 2017). The syllabus in the study was an attempt to respond to the call to improve science teaching to SEN (Author, 2021). The combined social studies and science syllabus provided preservice teachers opportunities to engage in inquiry-based activities, reading, reflection writing, group discussions, presentations, lesson planning, and microteaching.

 After completing the course syllabus, they have sophisticated nature of science (NOS) views, particularly sociocultural NOS. The majority described how culture impacts science, such as religious beliefs influencing the development of scientific knowledge. Those with informed views of sociocultural NOS acknowledged science as a human endeavor. The integration of social studies themes (e.g., culture) and the use of picture books helped make the connection between science and social studies. The preservice teachers designed and implemented inquiry-based lessons. They also incorporated at least one NOS aspect in their lesson plans. 

Interestingly, all students chose to create picture books as a final project. They wrote varying stories such as autobiographies of historical figures (e.g., Thomas Jefferson) or inventors (e.g., Thomas Edison), a story of a Deaf girl, and a personal story about  Native Americans' culture. The learning outcomes may offer evidence that could strengthen NOS understanding, promote one's heritage through writing, and use picture books as a teaching strategy. While there are positive outcomes, the combined content areas may lead to a reduced content focus in the methods course. Perhaps, we need to find a way to increase research on practices relevant to promoting a balanced amount of content and instruction within a combined course. 

Abstract:

Closing the learning and opportunity gaps and moving towards more equitable, justice-centered education requires action from all proponents and advocates. In the teacher education community, we recognize our critical role to better prepare and motivate preservice teachers to pursue teaching and persist in schools with a greater need for resources and well-started (i.e., exemplary) teachers. The NSF-funded Robert C. Noyce Scholarship Program is one initiative that offers financial incentives for preservice teachers to teach in high-needs schools after graduation. Specifically, Noyce scholars commit to teaching two years per year of funding in a school located within a high-needs school district. Notably, this does not have to be a high-needs school, but rather a district that includes one or more high-needs schools. The distinction between the requirement to teach in a high-needs district, not necessarily a high-needs school, is important in our work toward more equitable, justice-centered education for all students. To this end, in this presentation we will explore the ways in which Noyce scholars and teachers perceive of “high-needs schools” as well as their interests in and motivations to teach in high-needs schools themselves. We will present (1) Noyce scholars’ perceptions of high-needs schools and whether these perceptions influence scholars’ motivation to fulfill their teaching commitment in a high-needs schools, (2) the types of experiences that influence scholars’ perceptions of and self-efficacy as a teacher in a high-needs school, and (3) how Noyce teachers’ experiences influence their perceptions, self-efficacy, autonomy, and motivation to teach in a high-needs school. The ways in which finding from this study inform the professional learning opportunities included in our Noyce Program will also be discussed.

Abstract:

Effective teacher professional development programs for new science standards should be informed by school district conditions and initiatives. The link between reformed science teaching practices and accepted district initiatives can be synergistic. An evaluation and discussion tool that reflects dual goals can be a powerful tool in change. Alignment of professional development to classroom observations is important to promote meaningful reflection and evaluation.

Teachers play a critical role in supporting their students’ learning of many science dimensions. The shift from direct instruction to student-oriented approaches, however, presents challenges, such as providing opportunities for teachers to assess their shift in teaching practices. Methods and tools that promote discussion, self-reflection, and practical evaluation of their instructional and classroom practices are needed. Observation of classes is labor intensive, expensive, and there are many potential aspects that can be observed. It is imperative to make a purposeful choice of the tool to align with the purpose of the observation. We describe our work in combining items from the Reformed Teaching Observation Protocol (RTOP) (Piburn et al., 2000) and WICOR (Writing, Inquiry, Collaboration, Organization, Reading)-Advancement Via Individual Determination (AVID), and our piloting of the resultant protocol, RAVID. 

The RAVID protocol strives to help teachers focus on enhancing their science teaching practices and help students develop inquiry abilities guided by the Next Generation Science Standards, while continuing to embrace AVID goals. The interrater reliability (85%) and internal consistency (0.86) of the instrument are very good. The face validity and concurrent validity, related to teaching experience, suggest that this can be a useful instrument, especially for districts who use AVID materials and are working to incorporate new science standards. The low scores on the RAVID pretest provide an opportunity to achieve and demonstrate future growth. 

Abstract:

Teacher epistemic practices or epistemic tool use involves the use of tools such as dialogue, argumentation, and science language has been used to help elementary teachers create generative learning environments (GLE) in the science classroom. A generative learning environment is an environment in which the learner is actively organizing and integrating new information into their existing knowledge using epistemic tools such as argumentation. The purpose of this study is to computationally model and capture the impact of teacher adaptive expertise related to epistemic orientation across seven factors thought to produce generative learning environments. The research questions for this study are: (1) what is the influence of the level of teacher adaptive expertise on teacher epistemic orientation? Data used for the computational model was secondary data taken from two-year study of epistemic tool use and epistemic shifts in teacher practices. Data was generated from a total of 95 elementary school teachers who participated in the study over two years in school across the rural Midwestern United States. Results of the computational model illustrate that varying adaptive expertise resulted in the largest shifts in the transition from low to high probability in the number of simulated teachers engaging in an epistemic shift (83% change to the high category). The findings of this study that during development of epistemic orientations toward GLEs that adaptive expertise appears to be critical in promoting teachers’ epistemic shifts.

Abstract:

Science and engineering education has long been criticized for not meeting the needs of many students (National Science Board, 2016). Research suggests that many students, especially students who have been historically underrepresented in science, find science irrelevant and uninteresting, often reporting that science topics presented are unrelated to their daily lives (Christidou, 2011).

           My work applies problem-based learning to a socially relevant approach to preparing preservice elementary teachers. Research suggests that a problem-based approach deepens subject matter knowledge (SMK) while developing critical thinking skills (Hmelo-Silver, 2004). A problem-based approach supports the presentation of science and engineering subject matter aligned to the science and engineering practices, while a socially relevant curriculum centers on science as a cultural process. I apply this approach to the design of an undergraduate science and engineering content course required of preservice elementary education teacher candidates. I analyze teacher candidates’ work for evidence of their developing views on teaching elementary science with the intent of creating a more inclusive elementary science and engineering classroom.

Qualitative data from the class indicates that the class was a catalyst for elementary teacher candidates to better understand relevant science and engineering content while supporting how they, as future elementary science teachers, will be responsible for creating an equitable and inclusive environment for their future students. Teacher candidates in the class expressed a deep understanding of the importance of presenting science content contextualized in a socially relevant curriculum. The teacher candidates also understood the importance of their role as science teachers in creating socially relevant, content-rich learning experiences for their future elementary-aged students. The work demonstrates the influence a content course organized around a socially relevant curriculum can have on preservice elementary science teaching preparation.

Abstract:

The purpose of this study was to examine the impact of the NURTURES program on Grade 1-3 student learning in science and mathematics after the first year of the program implementation in participating schools in Ohio and Georgia. The Galileo K-12 Online tests were utilized for pre- and post-testing of student learning. Eleven elementary teachers across grades 1-3 in two states administered the tests. Data were collected from 92 students. A variety of statistical analyses such as descriptive statistics, a random-intercept mixed regression model and Hedges’ g effect sizes for dependent samples were completed. In this paper, we share the preliminary findings from our first implementation of the online NURTURES program. What we have learned and described in the presentation  can support others in similar collaborative approaches and help to advance the effective science/STEM teaching practices at elementary level needed in implementing three dimensional learning.

Abstract:

Video analyses of one’s own and others’ teaching is a common strategy within science teacher education that has been shown to support the development of teachers’ professional vision, pedagogical content knowledge, and developing practice. In addition, current social events give increased saliency to how teachers are prepared to enact equitable, justice-oriented, culturally-responsive, and linguistically-sustaining pedagogies. Yet, questions remain about the use of video analyses within science teacher education that supports noticing for equity. In this exploratory session, we ask, “What does noticing for equity within science teaching and learning through video analysis look like? How can we support teacher candidates (TCs) in noticing for equity in science education?” The session will have three segments: (1) an introduction to the challenge of noticing for equity, (2) interactive break-out stations focused on researching and supporting noticing for equity in teacher education, and (3) a whole-group discussion of how to consider equity in video analysis in science teacher education. Of interest to both teacher educators and researchers, this exploratory session will allow participants to be exposed to, talk about, and reflect on ideas that the presenters have been evolving to support and study the most effective use of video analysis in the preparation of equity-focused science teachers.

Abstract:

The purpose of this research study was to examine in-service teachers’ attention to and use of two different types of written formative feedback designed to support them in developing their ability to engage in one core teaching practice: facilitating discussions that engage students in scientific argumentation. This core teaching practice is one that has been nominated as important for building students’ scientific literacy and has been perennially difficult for teachers to learn how to engage in successfully. This study used an online simulated classroom made up of five upper elementary student avatars as the practice-based space where the participating in-service teachers facilitated two science discussions. Following the first discussion, each teacher received one of two types of written formative feedback (namely, specific feedback or scoring level feedback) based on their discussion. Findings indicate that the teachers strongly attended to areas of improvement suggested in the written feedback, regardless of feedback condition. Study results also suggest that the use of specific or scoring level feedback can serve as a valuable mechanism to support improvement when using online simulated teaching experiences with elementary science teachers.

Abstract:

This study investigated elementary teachers’ efforts to integrate engineering into their science curriculum, three years after the conclusion of a professional development project aimed at supporting teachers in their integration efforts. The results of this study indicated that three years after the completion of the project, participating teachers were trying to include engineering into an average of 2-3 science units a year. Teachers reported that institutional constraints, specifically from administration, restricted their efforts to integrate engineering into science lessons. Understanding the sustainability of professional development and how various factors influence sustainability is crucial if reforms are to be successful beyond professional development interventions. 

Abstract:

Science content knowledge is a necessary component of preservice teacher preparation; however, most elementary teachers assigned to teach all subject areas feel the least prepared to teach science after completing their elementary education program. In order to meet science standards and facilitate accurate and robust student understanding, preservice teachers need improved science content knowledge. Through the use of virtual reality technologies (VR) to address science learning issues for preservice teachers, this study investigates the influence of a head-mounted display (HMD) VR learning activity on preservice teachers’ conceptions of seasonal change. A phenomenographic approach was used to reveal the variation in preservice teachers’ conceptions of seasonal change as it was experienced through the activity. Data was collected through a written narrative explanation of seasonal change and a drawing task that occurred before and after the activity. Comparisons between narratives and drawings completed before and after the activity indicated that participants had flawed mental models that were grounded in each individual’s personal framework theory. Although the way participants explained seasonal change through written narratives and drawings did change after the learning activity, there was an increase in instances of fragmented conceptions and no instances of the scientifically accepted explanation for seasonal change. The fragmented narratives and drawings after the activity further revealed the emergence of a new alternative conception that involved the use of direct/indirect sunlight to describe seasonal change. Our results suggest that although HMD VR can influence conceptual change, it can also further fragment conceptions or lead to the emergence of new alternative conceptions if implemented as an enrichment type learning.

Abstract:

The NGSS advocates for sense-making as a central component of science learning to advance scientific understanding of science disciplinary core ideas through science and engineering practices and application of cross-cutting concepts. Nature journaling can be a tool that offers an accessible way to make sense of scientific phenomena in the outdoors. Through scientific practices and application of cross-cutting ideas, nature journaling engages the learner in authentic and deliberate attempts to figure out how the natural world works. Facilitating instruction beyond the walls of a classroom requires the development of pedagogy that responds to and capitalizes on natural phenomena of the outdoors while attending to sense-making by learners. Preservice learning experiences that engage pre-service elementary teachers (PSETs) in both teaching and learning opportunities in out-of-classroom environments provide support for the development of schoolyard pedagogy through intense pedagogical experiences and opportunities to experience science learning fueled by natural phenomena. Through ongoing nature journaling tasks in an elementary science methods course, PSETs have opportunities to regularly engage with the natural world. This presentation describes evidence of science sense-making in nature journals of pre-service elementary teachers. Analysis of nature journal entries for sense-making episodes indicate that PSETs use nature journaling to attempt to make sense of scientific phenomena as scientists do. Regular nature journaling tasks support the development of schoolyard pedagogy for PSETs through repeated and ongoing engagement with the natural world. Additionally, nature journaling sense-making episodes support the development of schoolyard pedagogy through intense pedagogical experiences where PSETs identify nature journals as pedagogical tools for sense-making. The hypothesized result, and opportunity for future research, is that PSETs are more likely to facilitate sense-making opportunities for their future students through nature journaling.

Abstract:

There is a staffing crisis across the teaching profession, especially within STEM fields (Frahm & Cianca, 2021).  Teachers who leave the profession cite a lack of respect from administrators and few opportunities for collaboration with colleagues as reasons they leave (Boyd et al., 2011).  Teachers are more likely to stay when they are empowered to make decisions within their classroom and about their own professional learning (Boyd et al., 2011).  Teacher agency is the degree to which teachers control and direct everyday practice within the classroom environment (Biesta et al., 2017).  The knowledge, ability, and support necessary for teacher agency must be developed.  One way to conceptualize the knowledge that a teacher must have to feel a sense of agency is Pedagogical Content Knowledge (PCK).  PCK is the blending of content and pedagogical knowledge with familiarity of students' prior knowledge, motivations, and misconceptions to effectively plan and implement instruction that appropriately challenges students (Aliustaoğlu & Tuna, 2022).  To create a professional learning model that will promote teacher agency, the researchers have engaged in a curriculum development project with four middle school teachers using a Design Based Research (DBR) approach.  DBR was used as a model for effective professional learning (Bungum & Sanne, 2021).  DBR is a series of approaches that collects evidence about learning in natural settings and produces new theories and practices (Barab & Squire, 2004).  Our DBR team includes four middle school science teachers, two researchers who are STEM teacher educators, and two science faculty.  We designed a curriculum for a two week summer program, implemented by the middle school teachers.  Data for this project include observations, surveys, and interviews of the teachers, and review of lesson plans created by the design team.  We seek to understand if and to what extent PCK is a good predictor of teacher agency, as well as if teacher agency shows significant improvement as a result of participating in our curriculum design process.

Abstract:

Research has identified a variety of pedagogical approaches (e.g., citizen science, reality pedagogy, socioscientific issues, schoolyard pedagogy, etc.) that have been shown to make science more relevant for students. Argument Driven Inquiry (ADI) is one such approach that focuses on both oral and written argumentation skills as students engage in the planning, implementing, and communicating the results of investigations. Argumentation has been described as a central skill in science education, and has shown to help students learn scientific concepts, critical thinking, as well as the skills and habits of mind needed to become proficient in science and other content areas. Proficiency in science is a prerequisite skill for developing scientific literacy, which is necessary in a democratic society. In this study, we aim to describe the evolving perceptions of middle and secondary science teachers as they encounter ADI as a county-wide pedagogical approach to teaching science. Professional development workshops were provided both prior to the ADI implementation and approximately every nine weeks throughout the school year. In these workshops, teachers had the opportunity to engage in ADI scenarios, align ADI to district standards, and answer questions from the teacher-leaders. During the school year follow-up workshops focused on the lessons learned from each implementation and to preview the next scenario. Content specific teams also developed and shared scaffolds and ideas for ADI implementation. We utilized a pre/post Qualtrics survey that included open ended questions to gather teachers’ perceptions of various aspects of ADI and the professional development they received. Some of the perceptions indicated by the teachers included the development of a science identity in students and teachers, development of student skills and knowledge, and teacher pressures in implementing ADI. We anticipate the presentation will provide attendees with some insight into developing a professional development that is responsive to teachers’ evolving needs.

Abstract:

Science teacher leadership varies across contexts. Furthermore, science teacher leadership can develop informally as science teachers participate in professional development or can be a formal position that science educators hold to support reform implementation in their school or district. This variation in how science teacher leaders develop and the types of roles they occupy in their context can make it difficult to plan for their professional learning. In this paper, we explore data from an activity designed to support science teacher leaders to identify their primary roles within their leadership context, as well as a role they would like to develop more in their professional learning. We describe the activity and provide data on how the science teacher leaders in our professional learning program identified their leadership practice and areas they would like to improve. We organized data according to the time allocated to leadership practice - full-time science teachers with leadership roles outside the classroom and full-time science teacher leaders that are not currently teaching in a classroom. We found similarities across and within groups, as well as areas of divergence. We present how the activity supported us to better understand our sample of science teacher leaders and suggestions for future use.

Abstract:

A common criticism of elementary preservice teacher education programs is that they are too theoretical and removed from practice. This study explores the impact of a research experience for preservice elementary teachers that engaged in practitioner inquiry. Compared to a control group, participants had greater gains in their science teaching knowledge. Additionally, interviews revealed participants formed a community of practice that helped them connect theory to practice. 

Our study reaffirms the benefits of engaging preservice teachers in practitioner inquiry and provides additional insight as to the means through which those benefits are realized. When compared to their peers, the preservice teachers who participated in REUs had greater increases in confidence and a more student-centered orientation toward science teaching. Additionally, preservice teachers reported a more positive attitude toward science teaching. Support from collaborators, shifts in self-perception, and improved understanding of the research-practice relationship seem to have mediated changes in the preservice teachers’ knowledge and beliefs about teaching. We argue that when preservice teachers were engaged in the REU experiences, they were part of a community of practice. Thus, communities of practice (Wenger, 1998) can be used to explain changes in preservice teachers’ knowledge and beliefs about science teaching.

Abstract:

The purpose of this study was to identify effective science teachers and analyze why they persist. This study was conducted using a mixed-methods approach including the Local Systemic Change Classroom Observation Protocol (LSC-COP) to generate a quantitative measure of science teaching effectiveness, along with using a phenomenological approach to investigate the experiences of effective science teachers who have stayed in the field. Using the Local Systemic Change Classroom Observation Protocol (LSC-COP), the median and mode of the LSC-COP capsule score were four and five respectively on a five-point scale indicating participants' instruction was likely to enhance students’ understanding of science and their capacity to do science. Interviews with participants about their experiences yielded seven themes that pertain to effective science teachers' persistence: exemplary preservice/professional development programs, meaningful support, autonomy, student goals, engaging in deliberate practice, building relationships with students, and viewing teaching as a moral act. Our study found for teachers to persist, they have to view teaching as more than a job and have the support and the freedom to engage in deliberate practice in order to continually improve.

Abstract:

We propose, in the spirit of "...building opportunity for the future...," to explore with attendees the model by which Iowa science teachers dive in to summertime jobs in industry carefully mentored to then translate it back to their students through long-term collaborations spawning career-linked, experiential, work-based learning opportunities that close the chasm between school and life. But myriad constraints inhibit the experience from its full potential, including replicability, quality assurance, duration debates, and other challenges to be explored with attendees. The session features the voices of teachers who spent summers in industry applying their fields of biology, physics, chemistry and other domains to authentic workplace challenges. How they adapted and how they teach as a result will be shared, tying student interests and experiences to local, exciting careers that await. *How* they did it is readily replicable with the caveats to be discussed.

As a result of the session, attendees will:

1. Solidify the importance and strengthen resolve to prepare educators who can bridge classroom and career experiences.

2. Recognize the importance of providing personal immersion experiences as critical to #1.

3. Be able to arrange and execute a workplace immersion for pre- and in-service teachers in an improved fashion from that presented as a result of navigating the challenges together. 

 We expect that among ASTE members, those responsible for developing professional development and/or pre-service learning experiences that help educators connect classroom learning to the external community, particularly the world of work, will find our session most beneficial.

Abstract:

Culturally responsive teaching (CRT) is key to connecting students from diverse backgrounds to science learning. Culturally responsive teaching can be challenging, especially when teachers are faced with highly diverse student populations. However, there are elements of the Culturally Responsive Instruction Observation Protocol (CRIOP) framework (e.g., classroom relationships, discourse/Discourse, assessment practices) that can help science teachers successfully connect to their students. This qualitative study was undertaken to explore international school teachers' strategies and practices in culturally responsive science education. The international schools in this study are populated with expatriate and host country students whose families are seeking a globally-minded education that embraces diversity. International school teachers are uniquely situated to practice culturally responsive teaching and build connections in science learning with diverse student populations. The initial findings in this study support the idea that the CRIOP framework has elements that can serve to aid teachers in culturally responsive science teaching.

Abstract:

This study explored research trends from a review of the literature focused on game-based learning (GBL) research in science education. Using keywords related to GBL, a multi-database search was conducted to identify GBL research articles in science education journals and in technology and education journals. Results were winnowed by selecting papers for analysis that specifically address science education and/or science teaching contexts. A systematic literature analysis was conducted according to the research purpose, research method, research subject, subject area, and application context. Findings show that research on GBL in science has increased since 2018. Studies examining design/development research and empirical research accounted for a high proportion of papers. For participants, elementary school, college, and secondary school students (respectively) were most often the targets of the research. While the science subject fields were varied, the analysis revealed that GBL was most often applied in life sciences and physics. In terms of the application context, studies utilizing GBL in traditional classrooms, online learning environments, and blended learning contexts were identified. Studies seeking to confirm the effectiveness of GBL class designs were actively conducted, but few studies addressed theoretical issues related to GBL use and very few studies explored GBL from a qualitative research methods approach. Analysis showed that past research tended to emphasize structural game elements useful for developing students’ extrinsic motivation to learn science, but more recently, studies focus on a wide array of issues. Studies conducted during the pandemic most often reported on how GBL was used to support non-face-to-face science teaching and these studies tended to focus on how to prepare teachers to use GBL to teach science in online and blended contexts. We offer implications for science teacher education and classroom practice and direction for future research about how GBL can impact and support science teaching and learning.

Abstract:

This work presents an innovative approach to developing an activity-first series of lessons at an informal summer camp offered for the first time during summer 2022 for school aged children ages 10-15 years. The camp introduced fundamentals of cryptography, the core technology underpinning block-chain, and the high-level workings of crypto-currencies. Camp participants engaged in game-based learning in small groups to explore concepts such as proof of trust and proof of work, then used those concepts in games reinforcing those concepts and working towards understanding of how those concepts apply to cryptography. Camp participants used a 3D-printed Caesar cipher to encode and decode messages, which directly led to discussion about the importance of secret messages. The camp was innovative in that it used processes such as group consensus, in small and large groups, to address how group consensus functions. Camp participants came away with attitudes toward group work and toward computer science, which were measured pre and post camp. This study was framed in terms of an innovation. This study used a phenomenology approach of rich description of lived experience of the innovation using participant observation and questionnaire as data. Participants were observed to highly engage in various games requiring enciphering and deciphering messages, including a mystery offered on the last day of camp, which required camp participants to tie several concepts together about trust, consensus, and deciphering coded messages learned over the course of camp. Science teacher educators will take away a description of how researchers observed a gamified summer camp effectively kept participants engaged with complex computer science concepts.

Abstract:

Research into the effective teaching of science to emergent bilinguals has emphasized the importance of integrating language and literacy development with content area learning. Yet, these integrated approaches may still view monolingualism as the norm and fail to give emergent bilinguals the right to learn using any language. To support and research how new secondary (grade 6-12) science teachers overcome these potential language exclusion ideologies, we drew on socio-cultural and disciplinary perspectives to develop an instructional framework that weaves translanguaging pedagogy into the following interrelated set of high leverage teaching practices: (1) Frame instruction around students and central disciplinary ideas, (2) Elicit and leverage student ideas and lived experiences, (3) Facilitate collaborative inquiry, (4) Facilitate student interaction with texts and (5) Press for evidence and reasoning. In this presentation, we propose how preservice teachers can experience, deconstruct, and then approximate these practices as the communities of university educators, mentor teachers, and families are bridged together in support of emergent bilingual learning. We provide examples of how this model looks in in a teacher preparation program: namely, biliteracy convenings for university educators to deepen their own understanding of translanguaging, restructured secondary science method courses that are integrated with content literacy courses, mentor professional learning to connect coursework to field experience, and family literacy workshops to learn about the linguistic assets of emergent bilinguals and their families.

Abstract:

Rural Hawaii provides a novel context for looking at the implications of geography on the development and implementation of a curriculum focused on consequential learning. While island citizens struggle with disrespect and violence from visitors, youth struggle with their own evolving identities related to science and science learning due to ongoing conflict with science on the island.  This paper examines the ways technology supports students' explorations of science within a rural Hawaiian context.  Findings indicate that technology offers unique affordances for supporting youth positive beliefs about science desipte longstanding local conflict with science. Students engaged in consequential science learning thru modeling.

Abstract:

Elementary teachers need opportunities to engage in sensemaking of local phenomenon and problems themselves to develop knowledge and practice for supporting equitable sensemaking. To support this sensemaking, we designed and implemented the “Local Ecosystem Observation Cycle” of observation, investigation, and explanation of phenomena within their local community within a content course for elementary preservice teachers (PSTs). In this presentation, we will describe this innovative cycle. Using qualitative case study analyses of PSTs work and responses in a pre/post survey, we characterized the PSTs prior experiences and changing thinking about investigating within their local ecosystems. Our analyses found the most PSTs described limited opportunities to engage in investigations of local ecosystems. Over time, the PSTs saw potential for supporting student learning throughout their community in ways that would support student engagements in content, science practices, and observation. By providing an example of incorporating authentic observation and equitable sensemaking of local ecosystem within content courses, this presentation has implications for teacher educators and researchers.

Abstract:

K-12 science teachers are encouraged to incorporate engineering practices in lessons aligned with the Next Generation Science Standards, yet few faculty have taken engineering courses in their teacher preparation programs. Additionally, despite an emphasis on integrated STEM education for over 30 years, few integrated STEM professional development (PD) opportunities are available to faculty from multiple disciplines. Thus, there is a need for integrated STEM PD where faculty from multiple disciplines have an opportunity to interact and learn from one another. The STEM Guitar PD Institute invites faculty from grades K-16 and any discipline to participate in week-long PD where they learn how to not only build a guitar but teach integrated STEM concepts using the guitar as an engaging project. This research examined the impact the Institute has had on alumni’s definitions of STEM integration, instances of integrated STEM lessons, alumni’s perspectives, and key takeaways from the PD. All 770 STEM Guitar Institute Alumni were invited to participate in a Retrospective Survey that was released in the Institute’s 10^th year; 167 alumni responded to the survey. Alumni reported it was beneficial to participate in an engaging, hands-on, project-based PD from a student’s perspective and to see how full STEM integration was embedded throughout the construction of a guitar. Alumni reported key takeaways such as how to implement project-based learning (n = 116), how to engage learners (n = 114), and how to make interdisciplinary connections in lessons (n = 111). They also reported it was important to participate in a hands-on PD that exemplified integrated STEM, rather than merely discussing integrated STEM. Overall, alumni accurately defined integrated STEM, increased instances of deliberately incorporating integrated STEM lessons and enjoyed the hands-on nature of the PD. These results have implications for PD providers who may wish to broaden their participants to include multiple disciplines and provide engaging, hands-on activities that model integrated STEM lessons.

Abstract:

A collaborative team of three universities received NSF funding for their SESI ExpAND project in early 2020, where high school teachers would infuse hands-on geospatial inquiry learning activities into their curricula. The COVID-19 pandemic required each site to modify their original plans for professional development (PD) during the first two years of a four-year grant. The project employed a research and design partnership between science, STEM, and social studies teacher educators/researchers and high school teachers in rural, urban, and suburban settings. Year one of PD was conducted via Zoom with no traditional in-person or on-site interactions with classroom teachers or students. Teachers were able to meet in person during the summer after the first school year and virtually collaborated across all 3 sites. During year two of the grant, two universities met with teachers in person, while the other site continued virtual PD meetings at the request of the participating in-service teachers. 

After the second year of the grant, universities observed increased teacher mobility and teacher attrition and decreased attendance at PD sessions. Specifically, teachers in a large, urban Texas district struggled with changing campus responsibilities for teachers, district expectations for student achievement, and personal priorities for their mental and physical wellness. Data collected from teacher interviews, PD meeting minutes, and email correspondence along with anecdotal evidence from conversations with teachers reveal how partnerships with Texas teachers evolved over two years. We will consider the challenges teachers have faced during the Pandemic that ultimately impacted their participation in PD, their commitment to the research grant, and even their decisions to continue teaching. Finally, as university researchers we consider how we can balance our needs for research grant deliverables with the professional and personal needs of teachers during and post-Pandemic.

Abstract:

Science fiction conventions serve as a venue for fans to assemble and engage with genre-specific writers, actors, artists, and scientists while providing researchers with a unique opportunity to observe and investigate geek culture. Geek was previously used to negatively portray high-achieving individuals with an affinity for obscure media, centered mainly around STEM. Still, the term has since been embraced by those it mocked. Within the field of education, most research is limited to the practical application of geek culture in classroom instruction. However, the motivations of geeks may be of interest to STEM education researchers as geek culture may shape students' interests and career aspirations. In addition, creative industries now utilize science fiction to promote innovation among their teams, noting the inspirational symbiosis between science and fiction. Due to the relationship between geek culture and STEM, this study seeks to determine if espousing geek culture can inspire individuals to pursue careers in STEM. Because career choice is a multifaceted act that manifests socially, we applied social cognitive career theory to gain a deeper understanding of the experiences, interests, goals, and career choices of people engaged in geek culture. Researchers collected data through in-depth interviews of attendees at Dragon Con, a multi-media pop culture convention in Atlanta, GA. All participants (N=22) voiced an interest in geek culture, and a vast majority (N=21) expressed an interest in science/STEM. However, the likelihood of holding a career in STEM showed high demographic variability that echoed national trends, suggesting that an intense interest in science/STEM may not be enough to promote gender and racial parity in STEM careers. Therefore, science/STEM educators must go beyond high-interest instruction and work to dismantle barriers erected to exclude people from STEM careers. In addition, educators seeking to generate interest by connecting geek culture to science content must ensure they do not futher marginalize historically excluded people.

Abstract:

Alternative practicums offer important experiences in learning to be an effective science educator. While there is limited research on alternative practicums, existing scholarship makes the case that these contexts are meaningful complements to school-based practicums. However, we need more information about how the alternative practicums impact future educators and to know whether the benefits vary across different professional trajectories. This paper reports on a study of two undergraduate students’ learning about science teaching during a summer science enrichment program. The students had different career plans, one seeking to be a middle school science teacher and the other intending to pursue graduate school and a future life in academia. The students served as counselors in a week-long summer camp for middle school students.  They became co-generators and co-instructors in the program creating an alternative practicum-like experience. After the end of the program, the students engaged in reflexive, guided journaling about their experiences.  Then these journals were read and analyzed in collaboration with a university teacher educator. The different intended career paths of the students led to interesting outcomes in this paper. There were ways that they shared common learning from the experiences around things like their identity as educators and roles and actions of professional educators.  But there were differences in their reactions to effective pedagogy and the implications of context in impacted learning. We believe the findings can be informative for preservice teacher educators and faculty working with students envisioning careers as professors. While there are limits to this paper, the goal was to begin to explore the ways that alternative practicums – in this case serving as an educator in an informal science summer camp program – offered opportunities to learn about teaching science.

Abstract:

Virtual exchange (VE) experiences provide numerous benefits to K-12 students, in-service teachers, and pre-service teachers (PSTs) alike. They serve to increase students’ global awareness, softs skills, cultural appreciation, empathy, and language acquisition. This is also true for in-service and pre-service teachers. However, research on VE in PST education contexts focuses far less on the impacts of instructional skills development or content learning. This is particularly true for science content. Little research exists on using VE as a vehicle to further develop PSTs’ instructional design and delivery skillset in science content areas. Furthermore, there is limited research on PSTs instructing K-12 students using a VE format or using VE to strengthen PSTs’ knowledge of best practices to support multiple language learners.

PSTs enrolled in an upper-level project-based instruction (PBI) course as part of their secondary science and math teacher preparation program at a large public university in the southwest United States partnered with in-service science teachers and their 6^th and 7^th form (grade) students at a private school in Buenos Aires, Argentina, as part of a VE project. This project involved university PSTs working with in-service science teachers at the collaborating school to design and teach a synchronous VE inquiry-based science lesson to their students. This qualitative study explores the perceptions of and learning outcomes associated with the PSTs and 6^th and 7^th form students engaged in the VE science lesson. The results of this study may be beneficial to those involved in secondary science PST preparation (with potential extension to elementary science PST preparation), student learning/in-service teacher professional development in K-12, and efforts to provide equitable science teaching to culturally and linguistically diverse learners.

Abstract:

The rise and establishment of formative assessment strategies in education has proven the effectiveness of strategically timed and placed questioning techniques by educators that illustrate a more robust picture of student learning progression. In the science classroom, modeling is an effective science and engineering practice and component based on Next Generation Science Standards (NGSS, 2013);however, there is no current research determining the effectiveness of modeling as a formative assessment strategy. Therefore, this study aims to address teacher understanding of modeling techniques, formative assessment strategies, and pedagogical decision making involving modeling as a formative assessment strategy.

Abstract:

Reforms in science education have called for engaging STEM students in science and engineering practices. One of the practices involves analysis and interpretation of data. In this study, we report findings from research looking at General Chemistry (II) students’ ability to interpret and analyze data on boiling points. We also looked at the explanations students gave for the trends in boiling points from the data, as well as the prior knowledge students drew on and how they used that prior knowledge. Our results show that while students were generally successful at the data analysis and interpretation task, many missed certain trends in the data. Less than half of the class was successful at tying the trends they saw in the data to the phenomenon of intermolecular forces and their relationship to boiling points. While it is evident that most students drew on prior knowledge there were instances where students drew on prior knowledge that was not relevant to the activity or inapprpriately used the prior knowledge.

Abstract:

In this study, we designed and implemented an activity for communicating NOS ideas while considering the culture of the participants. Our targeted NOS aspects were (a) the distinction between observations and inferences, (b) the subjective and theory-laden nature of scientific knowledge, and (c) science is socially and culturally embedded. 12 Latinx preservice teachers (LPTs) have participated in this research with the aim of enhancing their NOS ideas. Data were gathered based on pre and post-interview, analysis of videos recorded during a total of 7-hours of class discussions, and classroom worksheets. As a result of this activity, we noticed more engagement in the discussion, and also participants showed improvement in the understanding of targeted NOS aspects. There is a serious gap in the literature regarding culturally relevant NOS instruction while the number of students other than mainstream keeps increasing. As a result, this research is important both for suggesting an activity for teaching NOS by considering the culture of the participant and for analyzing the NOS views of Latinx participants. We suggest that participants’ cultural and contextual conditions should be considered in designing NOS instruction, and also in analyzing data.

Abstract:

Our goal as teacher educators is to help our preservice teachers (PSTs) understand and practice integration strategies for literacy and science in order to: a) increase their time spent on science without taking time away from literacy, b) to have the knowledge and experience to share with future colleagues about the necessity of science and literacy integration, c) practice research-based, reform-oriented strategies for teaching science that meaningfully uses disciplinary literacy and is connected to the practices and standards of each subject area, and d) develop an understanding of the contextual use of language and linguistics within disciplines as a way of delivering disciplinary literacy instruction. Our integrated unit experience attends to several concepts within a pedagogical content knowledge model called teacher knowledge and skill (TPK&S) from Gess-Newsome (2015): a) teacher professional knowledge bases, particularly pedagogical, content, curricular, and assessment knowledge; b) topic-specific professional knowledge, particularly knowledge of instructional strategies and science practices; and c) classroom practice. Although our work is interdisciplinary, we use the term “integrated” unit to describe our work because “integration” is a general term used to describe any kind of multidisciplinary, interdisciplinary, or transdisciplinary work (Drake & Burns, 2004; Jacobs, 1989). In this workshop, we will examine the context of teacher educators’ methods courses, how elements of their preparation programs can support an integrated unit, and discuss ways to develop partnerships with local schools and administrators who will allow PSTs to engage in substantial integrated science and literacy teaching.  The overall goal is that educators will leave our workshop with resources and a draft framework of their semester methods course where PSTs learn to develop a storyline unit structure that integrates disciplinary literacy with science instruction.

Abstract:

Preparing Elementary Pre-service Teachers to Support STEM Success for English Learners (STEM-EL) is a grant-funded program between our university elementary education department and our local Department of Defense STARBASE program. This presentation will describe the content knowledge development of our first cohort of 20 preservice teachers (PSTs). Overall, when learning about disciplinary core ideas PS2.A Forces and Motion, PSTs struggled to portray balanced force via modeling and what a change of direction meant for acceleration, but had much success with understanding how to construct explanations with evidence for the laws of motion, that acceleration was a change in speed, and that unbalanced force results in movement of objects. When learning about disciplinary core ideas PS1.A Structure of Matter and PS1.B Chemical Reactions, PSTs struggled with creating molecular models of matter to represent chemical change and understanding the properties of gas, but had much success with creating particle models of solids, liquids, and physical changes. Examining the content knowledge of the PSTs in this program extended beyond the traditional pre/post-test design in order to triangulate assessment data between formative assessment probes and open-ended summative assessment scenarios that depict detailed content understanding (or lack of) for PSTs. It also contextualized their content learning to be immediately relevant to the curriculum they were helping to facilitate as interns and the language and strategies needed to help English learners in STEM. In creating a course that attended to the specific needs of the PSTs through the Work of Teaching Science framework (Mikeska et al., 2018; CKT Science, 2022) with a focus on NGSS disciplinary core ideas and practices, our hope was to develop the topic-specific professional knowledge (Gess-Newsome, 2015) of our future teachers. This presentation will discuss implications of these findings for future iterations of our STEM-EL program and talk with audence members about the applicability of our program for their context.

Abstract:

This research analyzed data from the first year of a five-year NSF-funded S-STEM project, Eastern Success Scholars (ESS) in a small public New England liberal arts university. ESS aims to support STEM identification in underrepresented low-income biology and math majors to increase retention and graduation. The project aims to promote students’ STEM identities by financially supporting students through a 4-year scholarship and creating a learning community focused on developing positive relationships between students, faculty, and peers. Our research examined how first-year interventions such as a cohort-based STEM-themed first-year experience, peer and faculty mentoring, frequent meetings, and on-campus STEM seminars and career workshops, provided opportunities for students to (a) develop a sense of belonging through positive relationships with peers and faculty, (b) develop competences in biology and math knowledge and understandings, (c) engage in biology and math performances, and (d) be recognized for their competence in knowledge and performances of STEM disciplines. Qualitative methods were used throughout. Data consisted of observations of scholars in the first-year experience course and during meetings and seminars, and semi-structured interviews following Seidman’s (2013) three interview protocol adapted to cover the academic year. Artifacts such as course papers and email communications were used as secondary sources. Findings inform how interventions during STEM majors’ first year of college can support students’ STEM identity. This work is needed due to the importance of understanding how to support first-year, low-income students’ STEM identities to possibly increase retention and graduation rates contributing to the national need for well-educated scientists, mathematicians, engineers, and technicians. Those attending will gain insight into the successes and challenges of a first-year college program designed to support STEM identification.

Abstract:

The ultimate goal of K-12 science teaching is scientific literacy.  This study looked at Preservice Teachers’(PST)  ability to teach towards Scientific Literacy in an embedded rural practicum experience.  PSTs were modeled intentional teaching towards scientific literacy on campus, micro taught and then delivered three science lessons in the field.  PSTs administered, analyzed their practicum classes’ understanding of science, scientists and how they do their work and developed next steps for these students to further develop their scientific literacy. This study found that although PSTs have an understanding of NOS and SI they struggle to plan to intentionally teach towards scientific literacy in an actual classroom.  PSTs were able to assess their students’ understandings of scientific literacy and offer suggestions for improving it but had trouble when it came to the intentional lesson planning and delivery in the classroom.

Abstract:

In elementary science teacher education, content and pedagogy are typically learned in separate courses. Yet, both content and pedagogical knowledge are necessary for effective teaching. To address this issue, we implemented tools designed to help science teacher educators support the development of preservice elementary teachers’ content knowledge for teaching (CKT).

CKT extends beyond the notion of subject matter knowledge to include the integration of professional knowledge that elementary science teachers draw upon when teaching science (Phelps et al., 2014). At the preservice elementary teacher level, we operationalize CKT as the knowledge novice elementary science teachers enact when teaching content ideas with science-specific teaching practices. Our presentation focuses on matter (content) and the Work of teaching Science’ (WOTS) framework (Mikeska et al., 2018).

Through funding provided by the NSF, Scenario-Based CKT Tasks were developed to uncover preservice elementary teachers’ CKT. Each Scenario-Based CKT Task targets the content of an NGSS standard and one instructional practice from the WOTS framework. Every task has an ‘elaborated answer key’ to share common preservice elementary teacher responses. The key incorporates correct and incorrect answers with reasoning to support those responses.

In this roundtable, we present Scenario-Based CKT Tasks centered on the content of matter and an instructional practice specific to the Work of Teaching Science. We review CKT tasks, discuss preservice teachers’ responses, and reflect upon possible instructional moves.

Abstract:

The Framework for K-12 Science Education and the Next Generation Science Standards Science call for students to learn how to engage in the practices of science and engineering at a sophisticated level by the time they graduate from high school. For this to happen, science teachers need to know how to engage in these practices. One way to make this happen is to engage preservice science teachers in authentic science activities. In this study we incorporated this types of activities in an existing required course for undergraduate, preservice science teachers. The goals of the course were for the preservice science teachers to develop abilities to engage in science practices, and learn how they could incorporate authentic research experiences into their future classrooms. The course was contextualized through a focus on the Food-Energy-Water (FEW) nexus. The preservice science teachers selected research projects about either red tide, biosand filters, or biodigesters. Data were collected through surveys and interviews of the students, course observations, and students’ assignments. Though the research experiences varied, we found the integration of the authentic science experiences and scaffolding coursework resulted in an increase in their abilities to engage in the practices of science. Most of the preservice science teachers reported they would incorporate research projects in their future teaching, and provided descriptions of how they would design a research project for future classroom implementation. In addition, they found the focus on the FEW nexus highly motivating, and intend to use that in their teaching. Implications of our study focus on science teacher education, specifically science teacher preparation.

Abstract:

Although wonder is gaining attention for its role in education, particularly in the areas of science education and science teacher education, there is much about the phenomenon that remains perplexing and undertheorized, thus limiting the ways it has been, and could be, put to work in these areas. This themed paper set will highlight the potential of wonder to impact across a range of educational contexts. This includes the philosophical/theoretical positioning of wonder, research with in-service and pre-service teachers, outdoor/environmental education and the possibilities to engage graduate students into the research process. The sessions will highlight the processes involved in wonder-infused pedagogy and ways to connect to research. In addition, these papers highlight differing pathways to bring notions of joy and affect into science teaching as a means to mirror the affective conditions described by scientists in the pursuit of scientific understanding. This range of conceptual, practical and empirical pieces will provide attendees with a broad understanding for the role of wonder within the preparation of teachers and beyond. The five papers that will be presented within the themed paper set, were chosen to demonstrate the broad potential of wonder for connecting teachers, researchers and students to the processes and content of science.

Abstract:

We describe a professional learning community (PLC) for science teacher educators that supported changes in curriculum, pedagogy, and assessment. The PLC was convened as part of an NSF-supported project which developed educative curriculum materials for teacher educators designed to build preservice elementary teachers’ content knowledge for teaching about matter. Thirteen PLC members collaborated with one another over an academic year to learn about and discuss implementing these materials in their science teacher education courses. Over time, the PLC evolved to a space of participant vulnerability and transparency as members deeply reflected on and re-visioned their practice. The PLC fostered a sense of connectedness, belonging, and comfort that aided member’s vulnerability in discussing problems of practice.

Abstract:

This case study investigated the impact of implementing strategies learned during an engineering-focused summer professional development (PD) and subsequent practicum experience on elementary preservice teachers’ (PST’) engineering teaching efficacy. The study was conducted during the first 9 months of the COVID-19 pandemic in the United States. Two female elementary PST enrolled in a US-based university participated in the study. The two PSTs participated in a summer PD focused on integrating concepts from computer science, electrical engineering, and agricultural science to build soil moisture sensors into automatic watering systems. The PSTs were provided with pre-designed engineering curricula reflecting the content of the summer PD. Multiple data were collected through T-STEM surveys, PSTs’ field notes, and exit interviews. We found that the personal teaching efficacy in engineering improved for both the teachers. A thematic content analysis revealed that (1) PSTs turned the challenges they faced during their practicum experience into mastery experiences, and (2) PSTs reflections aligned with Bandura’s (1977) four sources of self-efficacy, with psychological and emotional states being the most dominant. Teacher efficacy research often focuses on mastery experiences as the most powerful source of teaching efficacy, with only a few studies focusing on the importance of emotion on teaching efficacy. Further research should be conducted to explore the extent to which physiological and emotional states play out in influencing teachers’ engineering teaching efficacy, especially when faced with unforeseen challenges.

Abstract:

Of the barriers to creating equity for multilingual learners (MLs) in United States K-12 classrooms, engagement in science education is among the most persistent (Grapin et al., 2022). National standards place heavy emphasis on complex language use in science classrooms (NGSS Lead States, 2013), yet this focus on complex discursive engagement often overlooks students’ multilingual abilities and identities as MLs. Though recent research suggests leveraging students’ multilingual assets is beneficial for science teaching and learning (e.g., Swanson et al., 2014), most academic instruction and assessment in the U.S. continues to occur through monolingual, English-dominant schooling models (García & Kleifgen, 2018). With discrepancies in science teachers’ background and training in linguistically responsive instruction for MLs (Bunch, 2013), opportunities to tap into MLs’ full linguistic and inquiry-based are lost. This impacts MLs’ success in science classrooms and their sense of identity regarding science learning and future science careers (Gamez & Parker, 2018; Razfar & Nasir, 2019). Thus, science educators and researchers need to consider how to disrupt the hegemonic language ideologies that govern most science classrooms (Lyon & Tolbert, 2022).

The purpose of this study was to explore potential ways teachers can engage students multilingually in complex scientific practices in English monolingual schooling contexts. We followed one 7^th grade life sciences teacher and her multilingual students as they engaged in modeling exercises that provided opportunities to reason about and explain student-generated scientific models multilingually. Using classroom artifacts and surveys, we found tensions between some students’ enthusiasm and others’ reluctance to participate multilingually in science discourse. We describe successes and challenges the teacher encountered and discuss implications for teacher educators and researchers as they support teachers in moving toward more linguistically aware science instruction.

Abstract:

The pre-service teachers in this study engaged in a model-based inquiry unit about “The Problem of the Disappearing Bees” grounded in the phenomenon of Colony Collapse Disorder (CCD). This phenomenon was chosen because it provides the opportunity for authentic inquiry. In an era where using an internet search engine to ‘find the answer’ is commonplace, the phenomenon of CCD preempts this possibility by being an active area of scientific research with a multi-causal phenomenon. Many factors leading to CCD have been investigated and non-exhaustively include a variety of pesticides, fungi, parasitic pests, and even the largely discredited electromagnetic radiation hypothesis. Another selection criteria for CCD as our target phenomenon was the accessibility of a NetLogo Simulation. Preservice teachers engaged with multiple potential models for the cause of CCD as well as multiple pieces of evidence and opportunities to engage in discussions and argumentation. For the purposes of this study we are interested in pre-service teachers’ reasoning about the epistemic status and epistemic function of simulations in the context of CCD.

Abstract:

Science education is regularly flooded with new innovations that may be high-quality but are resisted due to “innovation fatigue”. The ability to couch new programs and ideas as evolutionary rather than revolutionary, as variations of a known concept, may decrease resistance and increase the efficiency of training teachers to use new approaches.  Contextualization, or connecting science content to authentic contexts, is one such crosscutting theme that many recent innovations are founded on. This bibliometric network analysis uses a sample of 935 academic papers to identify the landscape of contextualized science education research and the 13 clusters of thought that have evolved within.  Each cluster is described using bibliometric and qualitatively coded data from the papers within each cluster. The work can be used to identify pathways to fluidly move between and use the research in the clusters when considered through the crosscutting lens of contextualization.  The methods can be used to identify other schools of thought or crosscutting themes in education. 

Abstract:

Community college aims to democratize education by creating a path to a 4-yeard degree no matter ones economic, ethnic, or educational background. As such, community college is the entry point into higher education for 50% of Americas college students. Science, technology, engineering, and mathematics (STEM) students at community college struggle once at a 4-year university in comparison to their counterparts who began at a 4-year university. Here, demographic, and environmental variables are assessed through community college STEM students’ participation in an online supplemental instruction (OSI) program. The findings suggests that OSI attendance is the strongest predictor of success among multiple student cohorts. The results further imply that colleges must take both demographic and environmental variables into consideration when developing, implementing, and evaluating an OSI program.

In this presentation, I will discuss the development and assessment of a model of OSI at a community college in Northern Nevada. I will discuss the impact of OSI on various student demographics over the COVID pandemic. This includes the differential impact of OSI on minoritized student populations and women in STEM education.

Abstract:

While interdisciplinary teaching may be a potential solution in supporting efforts to cultivate scientifically literate citizenship, how English Language Arts (ELA), science, and social studies teachers work together to support the science education goal of developing students to become scientifically literate citizens is unclear. Using a qualitative, multiple-case study design, the purpose of this study is to explore middle school ELA, science, and social studies teachers’ shared practices that support cultivating learners to become scientifically literate citizens. Data collection consisted of semi-structured individual interviews, individual think-alouds, and focus group think-alouds with two interdisciplinary teams of teachers. Teachers’ shared repertoire, within a community of practice, resulted in a single theme that relevant, interdisciplinary connections with nonfiction text to formulate and communicate evidence-based arguments are practices shared that support the development of learners to become scientifically literate citizens. These findings are significant to ASTE and science teacher professional development as they inform topics of professional learning that support shifts in cultivating scientifically literate citizenship.

Abstract:

Many teachers, students, and adults have vague or conflicting ideas of what science and scientific thinking are. Teachers, especially those without a strong science background, can benefit from a more structured framework for understanding science that applies directly to their own lives. The everyday science framework is a useful schema for teaching and learning about science because it starts simple, incorporates aspects of NOS and the NGSS practices, easily complements and incorporates local content standards, explicitly incorporates affective and moral elements into scientific thinking, and is pedagogically and theoretically rich enough to build a sophisticated understanding.
The framework consists of three domains: concepts, competencies, and attitudes, each unfolding into hierarchical components. The concepts domain includes the nature of science and the idea of crosscutting concepts from the NGSS, but defers to discipline-based local or national standards for content details. The competencies domain includes basic, integrated, and social skills that form a flexible tool kit for scientific investigation. Finally, the ESF explicitly includes a set of attitudes to promote scientific thinking in ways that expand our ideas (e.g., curiosity, creativity), as well as focus them (e.g., persistence, skepticism, honesty, respect). The specific components enable educators to more effectively describe, model, and nurture scientific thinking.
This presentation will cover the creation of the ESF through conceptual analysis, as well as an ongoing multi-year analysis of an associated assignment that tasks preservice teachers with journaling how they use the different skills and attitudes in the aspects of the lives that are unconnected to science coursework. Entries show the ESF helps students solve problems, resolve disputes, reduce uncertainty, and detect more dis and misinformation. Implications for adapting and incorporating the framework (which is developed under a CCby license), including tips on related assignment design, will also be covered.

Abstract:

Science instruction that meets the demands of the Next Generation Science Standards (NGSS Lead States, 2013) emphasizes the idea that students must learn to explain and argue around everyday science phenomena. Getting students to argue and explain is fundamentally dialogic as they interact with each other around proposed hypothesis, scientific models, investigations, initial explanations and so on. Yet novice teachers struggle to design and enact instruction that promotes productive classroom discourse.  The focus of this presentation is to share an approach from my secondary science methods course for supporting pre-service teachers to examine student-teacher and student-student interactions during their classroom teaching, closely looking at the alignment between classroom interactions and the demands of the NGSS. I have developed an analytic framework with a few colleagues (Authors, 2020) that examined the alignment between the goals of the NGSS and the teaching practice of in-service teachers participating in a long- term professional development (PD) project. The analytic framework was developed as a research tool to analyze a large corpus of video recordings of teachers’ teaching. In this presentation, I describe how I used this analytic framework in my secondary science methods course, asking pre-service science teacher to analyze video recordings of their own teaching to support self-examination, reflection, and teacher learning around the NGSS.

Abstract:

Community driven science has emerged as a way to engage participants in learning about science while giving them authentic experiences to be builders of knowledge and gain confidence in their use of the science practices. This comparative case study explored how secondary science preservice teachers experienced a community driven science project within the context of a university course and whether and how their experiences fostered their agency with and in science. Semi-structured interviews and course assignments were analyzed using the construct of agency to answer the research question. Results suggest engagement with a community driven science project can foster agency when practiced within the structure of a university course. Participants demonstrated moments of improvisation, moments of resistance, and moments of self-determination while engaging in the ten-week long community driven science project. Additionally, engagement with the project gave participants an opportunity to practice their science skills and supported their learning of science practices. Results from this study showcase some similarities and differences from research exploring participant outcomes and engagement with community driven science in informal and out of school contexts. This study could serve as a model for teacher preparation programs to support secondary science preservice teachers’ science agency.

Abstract:

The Association for Science Teacher Education (ASTE) 2023 Conference Theme of Science Education Elevated states, “Scientific knowledge and thinking are essential for democracy and our future STEM workforce…. Thus, science education must be elevated to a higher priority.” We, at Program X, a national network of secondary STEM teacher preparation programs, couldn’t agree more. We have been working to renew our practices to meet the needs of educator preparation of today in order to continue to attract a larger and increasingly diverse group of teacher candidates, to nurture those candidates with both strong content and pedagogy development not only to graduation but through induction years and beyond to ensure retainment. Science majors comprise over nearly 60% of the national secondary STEM teacher preparation Program X degree seekers and of the over 4,500 national STEM graduates who are currently teaching in middle and high schools, over 40% teach science. However, we recognize that we still have a lot of learning and work to do.

This exploratory session will provide an opportunity for ASTE members to collaborate and share ideas, questions, and learnings from their own successes and challenges around recruitment and retention. The participants will also hear from Program X about the multiple pathway structures that are in place to interest and meet the needs of diverse potential candidates and how we leverage specific strategies of creating belonging and providing just-in-time supports for all students. Together we will identify learnings to take away about recruitment and retention, why those learnings are important and how they contribute to our understandings, and finally how our actions, structures, policies, and practices need to change based on our new learnings. This session will help to create urgency around recruitment and retention plans and inform action plans of institutions to increase enrollment and the diversity of the populations in our STEM teacher preparation programs.

Abstract:

Novel coronavirus spread rapidly across countries and resulted in a global pandemic in early 2020. Public schools in the state of Indiana employed virtual learning for the 2020-2021 school year. Although technology tools have been embedded in in-person instruction before the pandemic, integrating technology in a virtual learning environment is new for most teachers. With the two publicly accessible datasets published on the Indiana Department of Education (IDOE) website, the focus of this proposal is to understand the virtual and hybrid instructional practices of K-12 public schools. Specifically, we explored the modes of instruction schools adopted, schools’ virtual and hybrid instructional environments, support for virtual learners, barriers and successes schools experienced when implementing virtual and hybrid instruction, as well as future plans schools have about virtual instruction for the post-covid era. Results showed diverse ways that schools implemented the virtual and hybrid model, different approaches schools used to support students who didn’t have technology resources at home, and teachers’ struggles of keeping student engagement, as well as students’ learning difficulties. The findings also suggest that schools are adopting more and more technology integration in the curriculum and their decisions of providing continuous support for teachers to develop their knowledge and skills for teaching virtual learners. The findings of this study will inform teacher education regarding both how to better prepare prospective teachers for their future careers, and the design of professional development for inservice teachers.

Abstract:

Alabama has a great need for citizens with strong STEM identities to fill needs in the workforce, and this project team aims to be a leader in addressing the STEM education needs of our schools, districts, and communities through informal learning spaces. Our goal was to create a cohesive STEM immersion model that includes a focus on computer science (CS) as it creates bridges between all STEM fields, through a research practice partnership (RPP), that prepares children for future participation in STEM careers and STEM-focused industries by creating a pipeline, connecting students with industry, sparking STEM engagement while serving afterschool and summer programs across Alabama. Resources and industry within communities and across the state were leveraged through this program. Attention to access and the relationship between knowledge of community resources and STEM career awareness was also a focus. 

The aim of this study was to examine how immersing girls in STEM through afterschool programs and a summer experience, such as Space Camp, was perceived by the participating middle school girls. Our intent was to gather information to inform future iterations of STEM immersion projects as we develop a cohesive and replicable model that can be used nationally and internationally. The overarching goal was to examine how participation in this program impacted the desirability for participation in future programs and also in STEM coursework and careers in the future for the participants. Essentially, we utilized culturally relevant pedagogy as a lens as we created narratives based on the stories the participants told as we sought to answer the question: How do middle school girls perceive participation in a STEM immersion program, and how does this program impact STEM aspirations or how they narrate their STEM self for these girls?

Abstract:

The need to increase gender and racial representation in the STEM fields in order to create a more diverse and inclusive workforce has been known for years. Yet, despite this recognition, the rates of diverse racial backgrounds and gender identities in STEM fields continues to progress slower than many other professions (National Science Foundation, 2017). This paper is two-fold. First, it provides a summary of an evaluation project focussing on a virtual hands-on STEM outreach program for high school students conducted during the height of the COVID-19 pandemic in 2021. Secondly, the paper discusses transitioning back to an in-person outreach format, sharing best practices in STEM outreach programming for increasing student interest and identity in STEM education. A key component of both the virtual and in-person outreach program is the inclusion of graduate student speakers and mentors from STEM backgrounds. A variety of recent research publications emphasize the positive impact of near-peer relationships between K-12 students and college students regarding STEM identity development (Quigley, Herro, Jamil, 2022). 

This program recruited students from backgrounds often underrepresented in STEM degree programs and careers. The National Science Foundation Report on Science and Engineering Indicators (2017) demonstrates that the discrepancies in STEM fields regarding gender begin before students leave high school (National Science Foundation, 2017).

This information supports the need for outreach programs for underrepresented students focusing on both interest and identity development in STEM education.

This paper will summarize not only the best practices identified for increasing student interest and identity development in STEM education in out-of-school settings (centered around two research questions,) but will also discuss solutions to the problems both anticipated and unanticipated when designing a STEM outreach program, as well as share ways recruitment was completed. 

Abstract:

What is education for? During the ongoing COVID-19 pandemic, science teacher educators and others have considered that question and our response to it. This presentation describes how nature journals were used as one way to center environmental education, science practices, and well-being into elementary science methods courses. Four cases of teacher candidates completed either paper or photo nature journals over 3 semesters (Fall 2020, Spring 2021, and Spring 2022), and analyzed their own work with regard to skills and affect acquired through the process. Data were analyzed for themes within and across cases, including an examination of phenological rhythms as guided by the Learning in Places Phenology Framework. Preliminary results show evidence of candidates being “transformed” by the assignment in ways that may not have been the original goal of the instructor, but that were what the students needed for the time. Seasonal changes in phenological rhythms are examined, and a potential path to avoiding Plant Awareness Disparity through this assignment will be discussed. 

Abstract:

Much research has explored the use of socio-scientific issues (SSI) in science instructions, including the connections between conceptions and attitudes. Studies have shown that epistemic beliefs affect epistemic emotions, which are a key component of students' reaction to complex scientific topics. Correcting misconceptions can also result in emotional and attitude change, particularly surrounding the topic of genetically modified foods (GMFs). However, the impact of epistemic beliefs on emotions and attitudes towards GMFs has largely gone unexplored. The purpose of this study is to examine the effects of epistemic beliefs on epistemic emotions and attitudes towards GMFs. This quantitative correlational study sampled 78 students from a university in central Virginia. Participants were assessed for epistemic belief, then read refutation and persuasive texts about GMFs prior to completing questionnaires about epistemic emotions and attitudes towards GMFs. These variables were measured using the following instruments: the Epistemic Belief Inventory (EBI), the Epistemically-Related Emotion Scales (EES), and the Attitudes about GMFs survey. The results did not indicate a predictive relationship between epistemic beliefs and emotions or attitudes towards GMFs. However, a significant predictive relationship was found between negative epistemic emotions and negative attitudes towards GMFs. The regression analysis yielded a significant effect size and, as a result, the relevant null hypothesis was rejected. These findings suggest that students that experience less frustration, anxiety, and boredom will have more positive attitudes towards GMFs. The findings of this study further clarified the role of epistemic emotions in attitudes towards GMFs the implications of which extend to considerations of science literacy in society. Furthermore, the use of socio-scientific issues may have reduced outcomes in practice if epistemic factors are not properly considered.

Abstract:

This study investigates the emotional challenges an international graduate instructor experienced in teaching a science course during the pandemic in spring 2021. Employing a self-study methodology, the first author was the subject, and other authors served as critical friends. Data includes instructor’s journals, critical friends meeting recordings, class video recordings, lesson plans, students’ work, and end-of-semester course evaluation. Data were coded based on the research questions for understanding the emotional challenges the first author experienced in teaching during the pandemic, and how those emotional challenges had influenced her teaching. Three themes emerged that her emotional challenges were mainly from: 1) adapting the new hybrid teaching modality, 2) dealing with student learning and well-being, and 3) the social injustices, violence, and racism. We found many emotional challenges were from the multiple and competing identities she has as a female Chinese doctoral student instructor in the United States. The emotional challenges motivated her to reflect on the purpose of science education and thus influenced her science educator identity development. This study also explored that institutional and systemic support was greatly needed for the international graduate student instructors in a new context. We expect this study to be of particular interest to the graduate student ASTE members since they may have experienced similar emotional challenges during the pandemic. The purpose of self-study was not limited to showing personal experiences, but also to inform others in similar situations to share their experiences and stories. While we are still living under the pandemic, the implications of the study will probe the institutions, graduate student program advisors, mentors and administrators to understand the emotional challenges the international graduate student instructors may have been experiencing and provide appropriate support.

Abstract:

In this exploratory session, we will describe a project in which two science educators collaborated with two fifth grade teachers and a social studies educator to plan and implement a multimodal integrated unit centered on the young adult novel Blue (Hostetter, 2006). The historical fiction book describes the story of one family's struggle with the polio epidemic in 1944. The unit incorporated science, English language arts, and social studies objectives over a seven week period. The science and social studies activities helped students to understand what was happening in the novel. During the session, we will share an overview of our planning process and a description of the contributions of various team members. Attendees will also participate in two of the hands-on science-based activities from the unit. Finally, we will lead a group conversation in which we discuss strategies for successfully engaging in these types of collaborative, classroom-based projects and brainstorm ideas for future projects.

Abstract:

An important global and environmental challenge facing the citizens of the 21st century will be climate change. Yet, climate change understanding remains problematic for students and teachers. Conceptualizing the small fluctuations associated with long term changes in temperature and precipitation is a daunting task for the general public let alone for the middle-aged adolescent. This study examined the development of middle and high school students’ understandings of climate change and weather in a rural midwestern section of the US. Students were interviewed, once in 7th/8th grade and again in 11th/12th grade, to assess students’ ideas and knowledge. The poster will provide an analysis of the changes in students’ understanding between the middle school years and their high school years. Data were analyzed using both Next Generation Science Standards and National Research Council core ideas. Students’ understandings and struggles are identified and will be discussed. Interventions and recommendations for science teacher educators who are preparing teachers for the NGSS and NRC to support stronger learning will be presented.A Longitudinal Qualitative Analysis of Secondary Students’ Understanding of Climate Change

Abstract:

As teacher education programs become increasingly practice-based, there is a need for practice opportunities to adequately prepare for the demands of teaching (NCATE, 2010). While traditional in-person placements have presented obstacles to practice (Klette et al., 2017), the use of mixed-reality simulations can provide effective teaching opportunities (Ade-Ojo et al., 2021; Dalinger et al., 2020; DeMonte & Coggshall, 2018; Pas et al., 2016; Walters et al., 2021). Mixed-reality simulations with coaching from an expert teacher can aid in experiential learning through deliberate practice focused on the necessary skills of asking deeper questions and facilitating productive science discussions (Levine, 2006; NGSS Lead States, 2013; Oliveira, 2010).

Curricular materials were developed following an experiential deliberate practice framework to foster skill acquisition in preservice elementary science teachers. The focus was on the development of questioning and discussion skills using mixed-reality simulations with coaching from a mentor teacher to foster reflection and growth. Feedback and coaching were provided using the Danielson (2013) rubric to allow transfer of findings to other settings and independency of experts administering the feedback. Repeated, synchronous classroom simulations were combined with asynchronous skill development modules and explored using a mixed-methods research design.

The research question asked if using experiential deliberate practice in mixed-reality simulations could improve undergraduate elementary science teacher candidates’ skill performance in asking questions and facilitating discussion. Quantitative scores derived from Domain 3b of the Danielson (2013) rubric showed that 70% of participants advanced at least one level. Self-report of scores on questioning and discussion showed similar improvement in perceived questioning and discussion skills to quantitative scores. In qualitative data from open-ended survey questions and focus groups, participants shared positive experiences that support growth shown in the quantitative data.

Abstract:

Affording adequate time and engaging students with the material has remained a constant struggle for those teaching chemistry courses. The study presented here explored the efficiency of a hybrid high impact practices (HIPs) such as flipped instruction curriculum on student’s conceptual understanding and performance in chemical bonding. Flipping the classroom, at its simplest, involves pushing lecture material outside the classroom as a form of homework or other pre-class preparation, leaving more time in class for interactive or engaging exercises. The study is not intended to compare the outcome of flipped instruction model against a traditional didactic instructional model. A major purpose is to showcase how the designed curriculum (tailored videos, meaningful formative assessments, and game-based laboratories) support active learning, higher order thinking, student engagement and performance in a flipped classroom. A modified version of a 24-item quantitative survey and 10 question qualitative survey developed by Johnson (2013) was administered to assess student thoughts, motivation, and opinions about the flipped instruction curriculum. Preliminary findings from the survey instrument will be mapped over 5 key postulates developed by Abeysekara & Dawson (2014) on student’s motivation and cognitive load through the lens of self-determination and cognitive load theories in a flipped classroom.

Abstract:

In this study, the author analyzed the texts on the NGSS and identified certain relationships between seven Cross-cutting Concepts and eight Practices.  The work was relied on the mixed methods approach and supported by the quantitative text mining and qualitative coding.  The recent study can be taken as a single-phase mixed methods embedded design.  The design is based on a qualitative method and some quantitative analyses.  The quantitative analysis is the main part of the study and qualitative methods provide a supplemental explanation of the results.  Both the qualitative and quantitative coding are explanatory because they are based on the codes found in prior studies and SEPs on the NGSS.

When looking at the relationships between CCCs & SEPs, you can find characteristic relationships between CCCs and SEPs described on the NGSS.  While 2) Developing and Using Models, 3) Planning and Carrying Out Investigations, and 7) Engaging in Argument from Evidence were related to more CCCs, 4) Analyzing and Interpreting Data and 5) Using Mathematics and Computational Thinking have less relationship with CCCs.  This implied that NGSS writers thought data analyses and mathematical works can target specific CCCs; Patterns and Scale, Proportion and Quantity.  Specifically, Patterns and 6) Constructing Explanations and Designing Solutions, Stability & Change and 6) Constructing Explanations and Designing Solutions, Cause & Effect and 3) Planning and Carrying Out Investigations, and Scale, Proportion & Quantity and 5) Using Mathematics and Computational Thinking were the high-frequency relations.

Educators, curriculum writers, and teachers can intentionally connect those CCCs and SEPs in their work and help students engage in such practices targeting CCCs.  Coded Processes also can be a clue for their work.  The result is ideal.  Because the analyses were on the NGSS document sentences.  Thus, additional empirical works are needed to support the findings and real students’ learning.

Abstract:

This presentation highlights the benefits of teacher educators studying early career science teachers. There are numerous advantages to studies with this population. First, investigating this population sheds light on the efficacy of initial science teacher education programming. In the early years of teaching, the knowledge, skills, and attributes teachers cultivated during initial certification programs are apparent. Knowing how newly hired teachers engage in the work of teaching can inform modifications to initial certification programs to ensure that science teachers are given a good start. Second, studying newly hired science teachers allows us to assess the durability of their initial certification instruction. Science teachers tend to leave the field before their fifth year of teaching. Nuanced studies of newly hired science teachers can reveal how initial certification or induction programs can better support teachers in their early years so that they become well-positioned to persist effectively in teaching. A third highlight, and the focus of this talk, is that studying newly hired science teachers helps science teacher educators understand the teacher learning process. Often studies focus on preservice or in-service teachers rather than on the transitional years during which teachers construct knowledge, practices, and attributes. The dimensionality of science teacher learning is important to study, and science teacher educators play an important role in this area. Studies on newly hired science teachers can contribute to our understanding of the dimensionality of science teacher learning. These studies can reveal different areas of learning, characterizations of teacher learning, and learning over time, to list a few areas. Advancing what we know about the dimensionality of science teacher learning requires investigations with newly hired teachers. Different methodological approaches as well as theoretical and conceptual frameworks can provide new insights.  

Abstract:

In elementary schools, the call for preparing students’ 21st-century skills is becoming more prevalent as seen through many recent national reports and research. However, creativity is the least researched of the four 21st-century skills (creativity, communication, collaboration, and critical thinking). In fact, creativity is one of the most important things to face global challenges nowadays. Given the importance of creativity, we explore students’ development of creativity skills during an integrated STEM unit. This study utilizes a single case study research to examine how four fifth-grade students develop creativity skills during an integrated STEM unit. The participants of this study are four fifth-graders, ages 10-11 years, at a diverse suburban middle school in the Midwest. By analyzing field notes, and group learning videos, our finding shows that during an integrated STEM unit, students develop their creativity skills based on three broad themes of creativity: thinking creatively, working creatively with others, and implementing innovations. From these broad themes, the researchers, then, are able to specify students’ creativity skills into eight different indicators of creativity.

Abstract:

The relationship between a teacher and students determines the tone of the classroom and sets the stage for the culture of the learning environment of encouraging academic risks and class participation. Engagement between teachers and students in scientific discourse leads to deeper critical thinking and problem-solving skills. With the expansion of one-to-one technology programs across the country, the learning environment and instruction has been significantly altered in inquiry-based science classrooms. Middle school is a time of crucial social development for many students. While the impact of mobile technology and social media on adolescent development has been and continues to be investigated, the impact of one-to-one devices and their impact on social interaction within the classroom has not been examined.

Using a quasi-experimental design with control and experimental groups, this study analyzes the patterns in teacher-student discourse over 5 instructional days in two middle school science classrooms when one-to-one Chromebooks are utilized compared to when they are not. The Classroom Discourse Analysis Tool (CDAT) was used to code transcriptions of teacher-student discourse. Preliminary findings indicate a significant shift in discourse when one-to-one Chromebooks are utilized in the middle school science classroom.

Abstract:

We present research on the sources of knowledge high school science students turn to when answering scientific questions.  The specific questions that guided this research include:  1.  What sources of knowledge do high school students seek for different controversial/noncontroversial and science/non-science questions in a card-sort activity?  2.  What are high school science students’ general justifications for science knowledge? and 3.  How do high school science students characterize experts and expertise for sources of knowledge?   We used data from a card sort activity, field notes, a question sheet, and a validated instrument to answer these questions. 

The results from this mixed-methods study indicate that students hold varying beliefs on what constitutes expertise and how to consult the appropriate expert when learning about science.  Preliminary results show that students are more likely to rely on themselves as sources of knowledge for controversial non-science questions and more likely to look to a teacher as a source of knowledge for both controversial and non-controversial science questions.   However, some of the strategies used by students to consult sources of knowledge may lead to accurate information while others may focus on misinformation or disinformation.  Students’ beliefs about sources of knowledge, expertise, and what constitutes an expert is becoming increasingly important as members of society try to discern what is accurate among the barrage of information we are confronted with on a daily basis.   

Abstract:

Development of innovative curriculum materials is a mainstay strategy in research-driven classroom interventions and teacher professional development. Yet even when curricular materials are co-developed by teachers planning to implement the materials, they still must navigate the unique needs and constraints of their classrooms. This study explores differentiated enactment of a co-developed place-based middle school energy literacy unit. The unit uses the school building as a place-based resource to increase student awareness and understanding of fundamental energy concepts, impacts and interactions of natural and human-made energy systems, and considerations for energy efficient building features through engineering design. This multiple-case explores how five teachers across four middle schools in the same school district enacted the unit. Each teacher’s enactment was characterized using Coburn’s (2004) five levels, which are: rejection (materials not enacted), symbolic (materials implemented superficially), parallel structures (materials are implemented with existing practices), assimilation (adopts the materials but transforms materials to fit internal and external factors), and accommodation (enacts the materials with minor changes). We observed symbolic, assimilation, accommodation, and rejection across the teachers, with enactment modes varying across different phases of unit implementation. We analyzed interview and observational data for internal and external factors that shaped their implementation. Internal factors included opportunities for novel teaching and making connections to existing curriculum, activities, and/or practical knowledge. External factors included the presence, or absence, of building supports, inadequate class time, non-core class status, and COVID-19 policies. Internal factors generally supported teachers’ enactment of the materials, whereas external factors that could not be negotiated caused barriers to enactment. Our implications for this work include the importance of teacher support for new curriculum implementation.

Abstract:

This qualitative study examines the effects of a pre-service elementary science methods course on new teachers’ implementation of an inquiry-based approach when teaching science. This unique course allowed pre-service teachers to interact with a group of 4th grade minority students and a local scientist for 7 weeks. Together, they developed and completed science investigations based on a field experience led by the scientist. This collaboration culminated with the pre-service teachers and the 4th graders sharing their work at a poster session. Twelve new teachers who participated in this course were interviewed and 30 new teachers were surveyed. Findings revealed an increase in the teachers’ skills and confidence levels. However, participants had not attempted to transfer major elements of the collaborative program into their own instruction due to several perceived barriers. The application of Bandura’s contributing sources to self-efficacy provides an explanation as to why the participants believe in these barriers.  To enhance self-efficacy, it is recommended that science educators provide opportunities for their pre-service students to practice modifying learning experiences that are part of methods courses to various grade levels and differing contexts.

Abstract:

This exploratory session will introduce secondary science, technology, engineering, and mathematics (STEM) teachers and educators to innovative uses of anchoring phenomenon-based teaching approaches in science teacher preparation. A central premise of the session is that anchoring phenomenon-based science teaching can facilitate students’ learning and their making sense of a real-world phenomenon which is crucial to three-dimensional science instruction (NGSS Lead States, 2013). In this vein, it is important for science or STEM teachers to recognize qualities of productive anchoring phenomena. During this session, participants will engage in discussion around the use of anchoring phenomenon-based pedagogies, qualities of productive anchoring phenomena, as well as brainstorm examples of good phenomena to re-imagine their science or STEM unit. Participants are encouraged to bring examples of their science or STEM lessons or units and will be invited to contribute to a new book under development for use in science teacher preparation. 

Abstract:

Our research addresses the challenge of centering social justice and equity in science classrooms, while also exploring the role of disciplinary teacher leadership in these pursuits. More specifically, this case study investigated the professional learning plan (PLP) a science department designed and enacted across an academic school year focused on teaching science for social justice. During the academic year, science teachers were provided with opportunities to collaborate, reflect, and share their professional practice with support from science department peers and their administration. Our research examined the equity discourses and practices that shaped teachers' efforts to teach science for social justice as part of their engagement in the PLP, as well as how science teacher leadership was characterized and supported during these pursuits. Data consisted of semi-structured interviews with groups of science teachers and an administrator as well as artifacts of the PLP (i.e., written teacher reports and reflections) and lesson plans. Findings inform how science teachers take up teaching science for social justice in relation to how they think and talk about social justice and equity, how science teacher leadership is characterized and supported in these pursuits, and the ways in which science departments and administrators can create conditions conducive to teaching science for social justice and science teacher leadership. 

Abstract:

As ethnic and linguistic diversity increases in classrooms in the United States, science instruction that supports the development of multilingual learners' science identity, or their ability to see themselves as capable of doing and understanding science, is becoming increasingly important. Teachers need training in culturally and linguistically relevant teaching practices to support their multilingual learners. Though many teacher preparation programs fall short in this area, professional development can be an avenue through which science teachers can learn these critical skills. This qualitative multiple case study sought to understand the ways in which two high school biology teachers understood and implemented science identity affirming instructional techniques within the context of a larger National Science Foundation-funded project designed to support high school biology teachers and their multilingual learners. We examined teacher work within a professional development module designed to support teachers in developing instructional techniques to affirm multilingual learners’ science identities. Several data sources were collected, including teachers’ discussion posts, lesson plans, implementation reflections, classroom observations, and researcher-teacher post-lesson feedback. We found that teacher understandings of affirming identities instruction were rich and dynamic. Prior to their participation in the program, both teachers reported using authentic science opportunities to affirm students' science identities. After viewing instructional materials within the module, teachers were observed incorporating identity-affirming strategies in their module lesson they did not mention previously, suggesting participation in the professional development enriched and diversified teachers' understanding of identity-affirming instruction. 

Abstract:

Despite its importance as a foundation to science learning, the concept of matter is both complex to teach and difficult to learn. Furthermore, the Next Generation Science Standards represent a fundamental shift in how matter is taught at the elementary level. This is also an important area of need in terms of the learning of science teacher educators (STE), many of whose experiences teaching elementary science (if they have it) predated the NGSS. To support preservice elementary teachers in developing the knowledge and skills necessary to teach about matter in ways that reflect the vision of the NGSS, STE themselves need support. To address this challenge, we have been engaged in a professional learning community (PLC) of STE collaborating to support one another in implementing a suite of educative curriculum materials (ECM). These materials are intentionally designed to support the development of preservice teachers’ content knowledge for teaching about matter, while also supporting our learning as STE. Our PLC met biweekly over an entire academic year to examine, implement, and debrief our use of these materials in our respective elementary science courses (content and/or methods). We engaged in reflecting on our ECM implementation in discussions, but also created a series of narrative vignettes about key moments in our implementation that document our learning. In our roundtable presentation, we will share with attendees how we used narrative vignettes in our PLC as a tool to reflect upon and learn about our practice as STE while engaging with ECM. More specifically, based on analysis of our vignettes, we will present common themes in our learning, with examples, from our ECM implementation, including tensions/challenges that arose during our use of the ECM, changes in our practice as a result of our ECM use, and broader insights about the field of science teacher education. We will also engage attendees in a discussion about implications for the use of educative curriculum materials and narrative vignettes as tools for science teacher educator learning.

Abstract:

Teachers play an essential role In creating equitable learning environments. It is challenging and complex for teachers to build these environments for students without the support of  equity-focused professional development. Teachers can develop their pedagogical design to exceed Banks' (1998} multicultural  approaches past level two through equity-focused professional development.Students are essential, their backgrounds are  Important. and their cultural differences are an asset to their learning. In the classroom, students should not feel like the  inaccessible curriculum is penalizing them because of their cultural background. We cannot change our backgrounds or ethnicities,  and they should not be held against us, especially in schools.

Abstract:

As a result of the increased inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to better understand how teacher educators can help develop preservice teachers’ (PSTs’)  teaching self-efficacy in these areas. Ed+gineering provides novel opportunities for PSTs to experience teaching and learning engineering and coding content by building COVID-companion robots. Growing evidence supports robotics as a powerful approach to STEM learning for PSTs. In this study, Ed+gineering examined three cases to explore this overarching question: In what ways did PSTs’ virtual robotics project experience develop their self-efficacy for teaching engineering and coding? Three PST cases were examined, within the context of their work with other team members (i.e., undergraduate engineering student(s), 5th graders). To understand each of three PSTs’ virtual robotics project experiences, multiple data sources were collected and analyzed which includes mid- and post-semester CATME, end of course short-answer reflections, follow up interviews (including a modified Big Five personality inventory), and Zoom session recordings. Elementary PSTs Brenda, Erica, and Sarah experienced various levels of commitment and engagement in their five Zoom sessions. These factors, along with other personal and external influences, contributed to Bandura’s four identified sources of self-efficacy. This study examines these contributing factors to create an initial working model of how PSTs develop teaching self-efficacy. In this conference session, science teacher educators will learn more about this model and pedagogical decisions that seemed to influence PST’s self-efficacy for teaching engineering and computer science.

Abstract:

Research on language diversity in science education is blossoming, but research on dialect diversity in this field remains rare. One important and under-studied issue is the role that African American English (AAE) can play in science teacher education and in STEM ed more broadly. AAE is a well documented language variety historically associated with African American communities in the United States; research on AAE has played a central role in the development of sociolinguistics and linguistic anthropology, and many universities now offer courses which assign readings about this variety. These readings often debunk racist stereotypes and promote asset-based beliefs about AAE. However, some scholars have expressed concerns that these texts may also inadvertently reproduce problematic racial “essentialism,” the belief that racial categories are natural rather than socially constructed. Racial essentialism is already a topic of considerable concern in STEM education. It is therefore crucial to understand how STEM educators make sense of AAE, and how this sensemaking relates to their classroom practices. Here, we report preliminary findings from an ongoing mixed-methods study of STEM teacher thinking about AAE. Preservice teachers of STEM (n=15) and other subjects (n=21) were recruited from 2 teacher education courses at different universities in the West and the Southeast. Participants completed a survey and a formative assessment activity where they were asked to read several student writing samples, provide grades and feedback on these samples, and then make inferences about student understanding based on the samples. Asset-based views of AAE were correlated with teachers’ knowledge of language as an epistemic tool for teaching science. Both variables were positively correlated with the length of feedback and inferences about student understanding written during the assessment activity, but only views of AAE were a consistently strong and statistically significant predictor of these activity outcomes. We will discuss these and other key findings and implications.

Abstract:

Climate change education is vital for the future of our planet. However, teachers face many barriers to climate change instruction, including alignment with the science curriculum. Even though it is clear that climate change education is important, there is no comprehensive review of the United States (U.S.) climate change standards among the different states in the U.S. To increase the knowledge in this area, this study analyzed U.S. K-12 science standards in all 50 states. Findings from this study uncovered the extent to which U.S. science standards cover climate change topics, as well as the grades and subjects in which those standards are intended to be taught. Results indicate that all U.S. states cover climate change to some degree within their standards. Most states cover both anthropogenic and natural causes of climate change. The majority of state standards indicate general evidence of climate change. Impacts and responses are covered to a lesser extent within the standards. Finally, the majority of climate change standards are found in high school. Typically climate change standards are located in Earth & Space Science or Life Science subjects. This study suggests that there are differences in the climate change standards between the states and gaps in climate change coverage. Implications are shared to inform teachers, educational researchers, and policymakers.

Abstract:

As highlighted by this year’s conference theme, issues related to climate change and global pandemics, to name a few, have been elevated in the public conscious. Contemporary issues, such as these are often ‘socioscientific’ in that they are informed by scientific reasoning but cannot be adequately resolved without concomitant reasoning about societal aspects of the issues, which contribute to their complexity. Whereas traditional conceptions of scientific literacy center on the advancement of sciences with the development of scientists in mind, reconsideration of scientific literacy as being functional for all learners has re-centered the construct on reasoning about the science and societal aspects of today’s issues and resolving them equitably. Given that appropriate resolutions to these issues entail diverse and oft-opposing perspectives, resolving them requires the ability to acknowledge and address perspectives that are different from one’s own. However, taking alterative perspectives is challenging and requires significant cognitive and affective effort. Thus, better understanding how we can spark learners’ motivation to take others’ perspectives is warranted. One means by which to do so is to aid their development of compassion – the recognition of suffering experienced by others and desire to alleviate it. To be sure, issues, such as climate change and global pandemics, generally result in suffering that is disproportionately experienced by stakeholders who may have diverse perspectives. Thus, willingness to consider scientific perspectives as well as perspectives of the stakeholders involved through a lens of compassion would be expected to provide the motivation necessary for overcoming barriers to taking diverse perspectives. In this session, participants will actively engage in inductive reasoning (e.g., qualitative analytic typology formation) of their own ideas to better understand the compassion construct and explore compassion as a means for motivating their students’ appreciation others’ perspectives in the context of socioscientific issues.

Abstract:

Becoming adept at asking questions that elicit student thinking and responding in ways that support student sense-making is challenging. During methods courses, preservice teachers (PSTs) need opportunities to develop their questioning through practice-based experiences, such as rehearsals and simulations. To that end, we present research that explores how math PSTs and science PSTs lead consensus building discussions with small student groups. The discussions occurred in a digital simulation environment (MursionTM); however, our focus is on PSTs’ patterns of questioning and responses, and not the technology. We used an analytical and theoretical framework that attends to question type (focusing or funneling). A focusing question is open ended and presses for student sense-making while a funneling question presses for information recall and leads students to a particular answer. We also analyze how the PSTs responded to student comments and/or questions (acknowledging with or without judgement, no response) during the discussion. We asked the following research question: how do PSTs use questioning to attend to student ideas during mathematics and science discussions? In the data, we found three question/response trajectories that the PSTs took. The majority began their discussions with focusing questions, but switched to funneling when they could no longer see students’ learning progress within this trajectory. In the other two trajectories, the PSTs moved from focusing to funneling rather quickly in the discussion to shift students towards a learning goal. Our results suggest that PSTs recognized the importance of focusing questions and responses for student sense-making but need support in figuring out how to ask questions that provide space for student sense-making while still achieving their learning goal. Implications for this work include identifying common challenges among PSTs leading classroom discussions to better inform teacher educators of ways to support PSTs to address those aspects of classroom discourse.   

Abstract:

This qualitative study examines the use of low-cost mobile technologies to create rich learning environments related to climate change on the Outer Banks of North Carolina. One group of pre-service teachers used a virtual reality smartphone application to engage with people and the environment impacted by climate change. A second group physically visited the Outer Banks and used an augmented reality smartphone application, that presented the same information as the virtual reality group received, to supplement their experience. Epistemic Network Analysis (ENA) was used to examine differences in how each group of students talked about their experiences with technology, science content, and sociocultural aspects of climate change in the region. The findings indicate that both groups found the technology to be useful in their learning, but the analysis revealed differences in how students engaged with the science and sociocultural aspects of the issue.

Abstract:

To respond to issues associated with rural science teacher preparation our research group created a virtual science summer institute that embodied tenets of clinically centered science teacher preparation in rural communities. The institute served as a foundational experience associated with an elementary science teacher preparation program, and engaged teacher residents, coaching teachers, and supervisors in shared learning and teaching experiences with elementary students utilizing a virtual format. This study focused on how participation in the institute impacted rural elementary teacher residents’ perceptions of their content and pedagogical knowledge, and coaches (teachers and supervisors) perceptions of their coaching abilities and preparedness. The research team used a mixed methods study design. Data collection included field notes, interviews/focus groups, and surveys. Data from field notes, interviews, and focus groups were coded using an open and axial coding process. Results from the survey were analyzed using descriptive statistics.

Teacher residents reported the summer institute increased their content knowledge with particularly high outcomes noted in teachers’ perceptions of their gains in STEM and Computer Science. Participation also increased the residents’ perceptions of their pedagogical knowledge, with especially high mean scores noted in STEM and Equity centered pedagogical approaches. Teacher residents further shared that the virtual practice teaching experiences gave them confidence in the effectiveness of the targeted instructional approaches, and confidence in their own abilities to enact them. Similarly, the majority of coaches indicated the coaching sessions were very helpful in preparing them for their roles as mentor teachers. Institute outcomes also revealed that teacher residents, coaching teachers, and supervisors placed high value on the opportunities to practice their newly learned, respective strategies and approaches. 

Abstract:

District Science Coordinators (DSCs) are leaders in their districts, which requires that they play an essential role in supporting science teachers. During the COVID-19 Pandemic, they played a unique role as school personnel transitioned in and out of remote instruction. The purpose of this study is to understand how DSCs led their districts during these transitions. This study uses the framework that is focused on learning organizations to understand how teachers were supported by DSCs during this two-year period. This initial analysis of the DSC data regarding the DSCs was collected during the 2020-2022 academic years, as part of an NSF-funded research project. 18 DSCs from 15 school districts participated in this study from 2020 to 2022. This study used an explanatory sequential mixed methods design. Data were collected by self-report, a survey, and interviews. In the analysis of the quantitative data, we used descriptive statistics to see the trends of the DSCs’ work with teachers over a two-year period. From this data, we found that the teachers were and were not supported in ways that are consistent with sound professional learning, and often the DSCs were focused more on administrative and management activities, but they also reported engaging in different types of activities indented to support teachers throughout the pandemic.

Abstract:

This study explored democratic citizenship (DC) for students by developing eight different components of DC as a framework. The researchers employed this framework to examine what and how much DC is included in energy topic of science lab books as well as textbooks from K to 12 in Korea. The researchers found different DC components were included in lab books and textbooks at different grade levels and some components were not present at all. To help address the uneven distribution of these components, the researchers developed four DC inclusion STEAM books related to the topic of energy that were designed to foster rich DC learning experiences in school science. The researchers engaged 13 teachers as panelists in a validation process when developing the DC inclusive STEAM books. This study described the development and implementation of the DC framework for preparing supplemental science curriculum materials that can improve students’ appreciation for democratic citizenship.

Abstract:

Due to the limited time preservice teachers (PSTs) spend learning about science methodology in their teacher preparation program, many teacher educators are focusing their curriculum on a few ambitious science teaching (AST) practices, such as eliciting students’ ideas, supporting ongoing changes to students’ thinking, and pressing for evidence-based reasoning. These AST moves are challenging for PSTs to implement, as they require them to make instructional decisions they cannot fully plan for in advance. When learning how to implement AST moves, PSTs need opportunities to practice these skills in contexts that approximate a real classroom setting and engage in guided noticing tasks. Fifteen early-childhood and elementary PSTs (licensed birth to grade 5) participated in this study and received two opportunities to practice implementing AST moves in a TeachLivE™ kindergarten classroom. In between each TeachLivE™ session, the PSTs engaged in a noticing task where they identified and coded all AST moves they could identify. Findings from this study show these experiences helped PSTs begin to notice more AST moves after their second TeachLivE™ session. For eliciting students’ ideas, the PSTs were more likely to identify prompts where they probed for claims. For supporting ongoing changes to students’ ideas, the PSTs more frequently identified prompts where they asked students if they agreed/disagreed, but had more difficulty identifying instances where they were trying to reach consensus. Although there was a slight increase, pressing for evidence-based reasoning remained the most challenging for PSTs to identify when they were asking students to provide evidence and reasoning. In TeachLivE™ session two, the PSTs began implementing more AST moves that encouraged the avatars to engage in argument critique rather than argument construction. They also significantly reduced the amount of funneling prompts they asked in session two. These findings have important implications for teacher educators who support PSTs with learning to implement AST moves.

Abstract:

Socioscientific issues (SSI) have been found to improve scientific literacy skills among K – 12 students. Teacher candidates, however, are reluctant to implement SSI during science instruction due to a lack of confidence with content knowledge concerning SSI, as well as their pedagogical abilities to facilitate SSI. There is an existing body of research focused on helping teacher candidates overcome these concerns through microteaching, adapting existing curricula, and experiencing SSI through methods and content courses. If science teacher educators are unaware of how teacher candidates initially view SSI-based instruction, however, it may be difficult to prepare them for SSI-based teaching in a meaningful way. In the current study we explore how our approach to SSI instruction during methods and content courses influenced teacher candidate’s views of SSI-based instruction. Pre and post course quantitative Likert-type survey data was collected to triangulate qualitative pre and post course open-ended responses asking teacher candidates to reflect on their views concerning the following three constructs: SSI and student engagement, teacher effectiveness with SSI instruction, and SSI in curricula. Analysis revealed environmental factors aligned with responsibilities of the teacher candidates while enrolled in a methods versus a content course influenced how the teacher candidates viewed SSI-based instruction. For example, while learning about SSI through the content course the teacher candidates were not simultaneously completing a field experience as the candidates enrolled in the methods course were. This difference was highlighted when views of teacher candidates in the content course were overall more optimistic about SSI instruction while candidates in the methods course consistently vocalized barriers to SSI-based instruction such as parental concerns or standards. In our paper, additional data-based trends and implications for science teacher educator’s practice are discussed.

Abstract:

Preservice teacher preparation programs and inservice professional development enhance science teaching self-efficacy. Research has shown that elementary teachers often have low self-efficacy for teaching science and engineering. However, there is less evidence surrounding engineering teaching self-efficacy. In this systematic review of literature, we explored the research question: What does the existing literature on self-efficacy reveal about fostering elementary teachers’ engineering teaching self-efficacy? We (1) synthesize the existing research on engineering teaching self-efficacy and (2) describe trends in research and uncover gaps that exist, including recommendations for future research. Among the 117 articles included in our full systematic review of science and engineering teaching self-efficacy, only 13 empirical studies focused specifically on engineering teaching self-efficacy. With a dearth of studies in both preservice and inservice contexts, there is a need for additional research on engineering teaching self-efficacy. In particular, longitudinal studies that track change over time and measure lasting effects of interventions. Further, detailed explorations of the factors that impact engineering teaching self-efficacy across multiple contexts are needed. Findings from these studies will help STEM educators to inform the design of preservice teacher education programs as well as inservice professional development opportunities.

Abstract:

In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates’ virtual microteaching experiences. This study’s conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students’ cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action.

Abstract:

More Americans are needed in STEM (Science, Technology, Engineering, Math) careers to advance the nation’s competitiveness in the global economy.  Given the extensive training of military servicemembers, this population is well-poised to transition into STEM careers.   While many veterans try to pursue STEM degrees following the military, they often face hardships that impact their ability to attain their STEM career goals.  The goal of this mixed-methods study was to identify factors that contributed to attaining a STEM degree among students who participated in the Military STEM Scholarship Program (MSSP).  The MSSP was a grant-funded program that was implemented at a specific university to assist veterans in pursuing STEM degrees.  By targeting veterans, this program supported a highly diverse group of students.   Based on surveys and interviews, the scholars accredited their academic and professional success to activities promoted by the program, such as peer interaction, faculty mentorship, utilization of student support services, and internships.  As a result, eighty percent of MSSP participants obtained a STEM degree, approximately 24% higher than the institution’s 6-year graduation rate.  These findings can serve as a model for institutions to better serve our growing veteran student population and increase the number of qualified STEM professionals.

Abstract:

An enduring goal for science education (and “STEM” education, across its various conceptualizations) is to prepare students to be better-informed and more well-reasoned decision-makers in our modern society. Making informed decisions requires that students be prepared to understand and reason about technological issues. However, discourse within “STEM” or “Integrated STEM” education rarely gives much attention to technological issues of societal relevance. Instead, the “T” in STEM is usually narrowly understood to refer to educational technologies or the development of technical skills.

In this conceptual paper, I chart a course for STEM education – and STEM teacher education - that deliberately and thoughtfully prepares students to reason about technological issues. In this paper, I leverage an extensive body of literature from Science and Technology Studies (and related fields) to clarify what it means to be an “informed” decision-maker when it comes to technological issues. Drawing from that literature, I then introduce a set of cognitive tools that can be used to support informed decision-making. I then outline approaches to STEM instruction that cultivate students’ use of those conceptual tools and advance their capacity to make informed decisions about technological issues. Finally, I describe the role of science teacher education in promoting that kind of instruction. Importantly, I indicate ways in which helping students reason about technological issues is highly aligned with other movements and efforts within science education, including: instruction about the nature of science, equity-oriented science education, and the inclusion of engineering design in science instruction.

Abstract:

Much has been written in recent years about the value of teaching rehearsals in preservice methods courses. In rehearsals, preservice teachers teach a portion of a lesson to their peers. The “teachers’” classmates roleplay the ideas and alternative conceptions of “students” and enact common challenges children experience in learning to use science practices. After the rehearsals, the classmates use feedback forms to decompose the instruction and offer feedback to the “teachers.”

Much of the current literature, however, tends to focus on the underpinning ideas or research results showing the benefits/challenges instead of how to engage preservice teachers in rehearsals. If a teacher educator has not had the opportunity to experience or observe teaching rehearsals, they are left to independently craft their teaching methods from this literature.

In this workshop a group of undergraduate preservice elementary teachers will come prepared to teach an introductory phase of a science lesson and to be “students” in a rehearsal. Teacher educators who attend this workshop will:

1. Observe a teaching rehearsal with preservice teachers and an experienced teacher educator,
2. Have an opportunity to act as the teacher educator in a rehearsal with some assistance, and
3. Debrief each of these experiences with the whole group and discuss the affordances and challenges of rehearsals based on the authors’ research and years of experience.

The focus will be on the practical implementation of rehearsals in an elementary science methods course, guided by the facilitators’ research and years of experience. It is our hope that this will help teacher educators develop some footing to be able to implement rehearsals in their own courses.

Abstract:

This project aimed to effectively assist upper level elementary and middle school students (5^th to 8^th grades) in meeting the Earth and Space Sciences Performance Expectations in the Next Generation Science Standards (NGSS). K-12 students can greatly benefit from NASA’s educational resources in learning space sciences and increasing interest in related STEM careers. Not only can those resources be difficult to find, but they can be challenging for teachers to align them with both what they are required to teach and the NGSS in ways the teachers feel comfortable and confident. In this program, the workshop and activities were designed for the participant teachers to improve their space science content knowledge and instructional strategies to capture their students’ interest and to channel that interest into related STEM careers. This project provided 5^th to 8^th grade teachers with a conceptual model (i.e., 3D into 5E), lesson templates, and sample lessons that illustrated how to incorporate the NASA’s educational materials and activities into “5E” inquiry-based lessons that are well aligned with NGSS 3D learning. By combining NASA education resources with NGSS science and engineering practices (SEP) and crosscutting concepts (CCCs), this project engaged the teachers in various hands-on activities that improved their ability to modify the instructional materials. The results from this program showed the teachers significantly increased their space-science content knowledge and confidence in teaching space sciences and science generally. The teachers also reported how actively their students were engaged in their space-science lessons and activities and how much they enjoyed teaching the space-science lessons.

Abstract:

This study reports on qualitative data collected from K-12 teachers, administrators and parents/guardians about the intersections between STEM education and traditional ways of knowing. Specifically, we investigated the following questions: 1) What does traditional or Indigenous science and math mean to teachers/administrators and parents/guardians? and 2) How have teachers/administrators and parents/guardians addressed Indigenous science and/or STEM in their current situation? All respondents in this study were associated with tribal communities within the geographic borders of North Dakota (n=27) and a majority identified as Native American (n=17). There are numerous perspectives on Indigenous STEM. Our analyses and interpretations were guided by the characteristics outlined by Bang Medin, and Cajete (2009). Out of these six characteristics of Indigenous STEM, two were more prevalent in responses collected in this study. Ten of the 27 participants (37%) described indigenous values and culture in connection to STEM, and five participants (18.5%) defined indigenous STEM as being place-based and rooted in the needs of the community. Only three of the 14 teachers in the study described an existing convergence between indigenous STEM and standards-aligned science content covered in their classroom. Many participants in the study (n=8; 29.6%) voiced a strong desire for more culturally responsive instructional materials, or knowledge of about more resources for teaching indigenous STEM. These perspectives on Indigenous STEM and classroom instruction are discussed alongside extant research and recommendations for practice.

Abstract:

Included in The Framework for K-12 Science Education are science practices that encourage children to analyze data and think mathematically. These are critical skills needed to engage in science in authentic ways. This study followed two preservice elementary teachers from a physics content course, into a science methods course, and through student teaching, collecting data in the form of course work, interviews, lesson plans, and videorecords of teaching enactments. Results from the analysis of this data suggest that different aspects of a preservice teachers’ knowledge can be connected. For example, knowledge of content and teaching appeared to be constrained (or bolstered) by the participants’ common content knowledge. Similarly, without the pedagogy learned in the methods course, the participants’ CCK could have influenced them to plan beyond the skill level of the students in their physics lesson plans (indicating a lower knowledge of content and students). Elementary teacher educators can help preservice teachers adjust their use of these practices to the appropriate level of the students by helping them understand the capabilities and prior knowledge of the children in their classrooms and by providing opportunities for them to engage with these practices with advanced others.

Abstract:

Due to the endemic nature of race and racism in society, all educators have experienced the impact of race and racism, whether consciously or unconsciously in their PreK-12 education, teacher education program, and doctoral preparation.  Additionally, there is a need for open discussions on culture, race, and privilege in teacher education. For teacher educators to prepare future teacher educators (i.e., doctoral students and inservice teachers) for culturally diverse schooling contexts or university-based faculty positions, more support and research on how teacher educators are preparing teachers are needed. In this study, I use visual methods—cartoons, images, and video clips as multimedia artifacts—as both a pedagogical approach and a methodological design. eJournal entries were collected from eight second-and third-year doctoral students attending an urban-located university in the northeastern US. The eJournals contained entries on their reflections and discussions of race and racism and power and privilege from multimedia artifacts introduced in the course. I was curious to learn not only how the participants of the study reflected on the multimedia artifacts to engage their thinking about race and racism, power and privilege in teacher education, but also what meanings they offered within the broader context of understanding the influence of race in teacher education, their education and preparation, and their connections to practice as teachers. From qualitative analyses of their entries, the use of visual media revealed four descriptive themes: 1) Racial Divergences and Convergences on Race Conversations; 2) Non-Traditional Discussions about Diversity and Race; 3) Silos, Separation, and Loss; and 4) Smiling Racism and Appearances of Antiracism. These findings have implications for the use of multimedia artifacts that promote racial literacy, racial consciousness, and critical race reflections for teacher educator preparation.

Abstract:

Since pedagogical content knowledge (PCK) was first described by Shulman (1986) over thirty years ago, it has become an increasingly useful way to examine teachers’ professional knowledge (Chan & Hume, 2019; Kind & Chan, 2019). However, while the PCK construct has been leveraged to gain greater insight into the knowledge and skills of effective science teachers, it remains a challenge to help preservice science teachers develop and consistently enact PCK. Beginning teachers often struggle to identify student difficulties and implement student-centered instruction even when they recognize the importance of doing so (Akin & Uzuntiryaki-Kondakci 2018; Schneider & Plasman, 2011). 

To add to the field’s knowledge concerning the connection between preservice teachers’ knowledge for teaching and their enacted instruction, this case study explores the PCK of three student teachers who implemented high, medium, and low reforms-based science teaching. Personal PCK (Carlson & Daehler, 2019) data were collected primarily through the use of a Content Representation (CoRe) document (Loughran et al., 2004) and semi-structured interviews (Seidman, 2013). Enacted PCK was investigated through the use of videos, observations, and field notes. Videos were analyzed using the Reformed Teaching Observation Protocol (RTOP) created by Sawada et al. (2002) using descriptors developed by Rakes et al. (2022).

In contrast to previous studies, we found preservice teachers’ personal and enacted PCK to be broadly similar. Based on the results of the RTOP, researchers reviewed participant interviews and identified key differences in participants’ knowledge and beliefs about teaching that likely influenced the degree to which they enacted reforms-based teaching (low, medium, high). The presentation will explore how personal factors and motivations impacted the preservice teachers’ decision-making.

Abstract:

Native Hawaiians have a rich history of science, technology, engineering, and mathematics (STEM) achievement. Despite increases in cultural and place-based STEM curricula and the development of scholarships and internships specifically for students of Native Hawaiian ancestry, the number of Native Hawaiian students pursuing STEM-related degrees remains relatively small. The path for Native Hawaiians and other Indigenous peoples to pursue degrees and careers in STEM is not easy as they must balance sometimes competing personal, cultural, and professional identities. This poster explores research that was conducted with ten (10) individuals of Native Hawaiian ancestry who, at the time of the project, were pursuing STEM-related degrees, employed in a STEM-related career, or were otherwise actively engaged in Hawai‘i's STEM community. The research explores themes that were gleaned through interviews and provides insight into the successes and challenges of balancing intersecting identities as a Native Hawaiian in STEM. 

Abstract:

Sustainability projects such as school gardens, aquaponics in the classroom, recycling initiatives, and energy audits continue to become more widespread in elementary school settings. Many elementary level teachers favor the use of aquaponics in the classroom due to its ability to connect to the science curriculum in a variety of ways. Commendations for aquaponics in the classroom traditionally come in the form of teachers’ blogs, internet videos, and articles in practitioner journals. Research has not yet examined how engagement in aquaponics affects preservice teacher (PST) readiness for science teaching, however. To better understand this phenomenon, the STEBI-B instrument is being administered to elementary level PSTs as a pretest and posttest surrounding engagement in an aquaponics project.  Results are compared to a control group of PSTs enrolled in the same course without the aquaponics project. An ANCOVA will be used to quantitatively measure the statistical significance of observed differences in the two groups. Findings from the first year of the study, plans for continued study, and potential implications will be shared.

Abstract:

The United Nations has recognized the importance of collaborative action to correct global issues (UN, 2015). Furthermore, education has been identified as the most important factor in fostering this collaborative action (UNECE, 2016). This places a clear directive to understand how to best integrate globalization lessons into science curriculum. However, as the world becomes more accessible, our educational standards continue to prioritize local issues without connection to how they contribute global ones. This has left students lacking in understanding of how their community’s issues fit into larger global issues, especially when it comes to climate change. Though science standards typically address climate change, they do not typically address how these issues are similar or different in different parts of the world. The purpose of this study is to examine the experiences of preservice secondary science teachers in developing lessons that connect local issues to global ones through the use of scientific argumentation. I took a participatory action research approach to this study to understand how to best support new teachers in developing globalization lessons utilizing scientific argumentation. The data collected included journals, lesson plans, and teaching videos. The findings indicate that the teacher candidates identified empathy as being an important quality developed in their students, however, their lesson planning did not demonstrate an understanding of globalization in all cases. The implications of this study are for science teacher educators wanting to understand how to better develop the skills of their preservice teachers to develop and deliver globalization lessons.

Abstract:

Science fiction conventions offer a unique informal learning space for attendees to engage in activities that connect their interest in science fiction and fantasy fandoms to science. Some conventions offer nonfiction, science tracks which explain the science behind the fiction. Through these tracks, science experts may share their scientific research and real-world applications with science fiction convention attendees. As the public often invests more time in informal learning environments, engagement with popular culture, such as attending science fiction conventions, can become a bridge to formal learning. This study explored the life histories and science fiction and science interest of attendees at these conventions through the lens of science identity, with a specific focus on underrepresented groups (i.e., women /non-binary (gender minorities) and non-white (racial/ethnic minorities) to contribute to the broader understanding of science learning within self-selected, adult learning environments. Specifically, the study documented the 1) factors that contributed to the origin stories of underrepresented groups who attend science tracks at science fiction conventions and 2) how these individuals conceptualized the connection between science fiction and science fact via a semi-structured interview protocol. Most of the attendees (n=6) shared that their science fiction and science experiences originated during childhood including both social interactions with others (family, friends) and school/teacher experiences as well as citing the importance of community and a sense of belonging at these events. Additionally, the attendees shared there was an association between science and science fact stating that science questions are often generated as a result of what occurs in science fiction media. This insight will help researchers understand what type of science identities minoritized individuals bring to these spaces so we may then explore how those science experiences connect to science identities via science fiction community participation.

Abstract:

Reforms in science and mathematics education call for an instruction that promotes the use of quantitative reasoning to interpret data and mathematical modeling to generate solutions to science problems. However, students often struggle to solve quantitative science problems because they do not engage in sci-math sensemaking, making connections between equations and associated scientific phenomena. This struggle has been hypothesized to be attributed to a lack of sensemaking opportunities related to mathematics provided by science instructors during instruction. This case study examines types and organization of sensemaking opportunities provided by a single instructor teaching different mathematical equations associated with different chemistry topics in a chemistry classroom. The Sci-Math Sensemaking Framework was used to identify the types of sensemaking and the way they were organized during instructions. This study found that the instructor provided multiple types of sensemaking opportunities, which can expose students to different resources that they can use to develop their understanding of mathematical equations and the scientific phenomenon. Types of sensemaking were organized in two ways, blended and coordinated sensemaking. This gives the opportunity for students to grapple with connections between the mathematical equation and the scientific aspects of the chemical phenomenon. Thus, students can move beyond the idea of mathematics and science as fragmented and disconnected disciplines. Documentation of types and organization of sensemaking in two different chemistry topics provides guidance for future studies investigating the effect of the specific chemistry topic on an instructor’s decisions about sensemaking.

Abstract:

This Inclusive Excellence HHMI-funded professional learning community-professional development (PLC-PD) program poster presentation focuses on two overarching goals: 1) to provide professional development for postsecondary STEM faculty to promote effective inclusive teaching practices, and 2) to reform laboratory courses to incorporate authentic research experiences via course-based undergraduate research experiences (CUREs). This poster presentation can help to inform and guide postsecondary STEM faculty who are interested in developing CUREs and creating a curriculum and support system that allows both traditional and non-traditional students, especially under-represented ethnic minority students, to participate in authentic research projects. This poster presentation can further help to inform and guide STEM education professional developers about innovative year-round inclusive professional development that is designed to help postsecondary STEM faculty develop their CUREs, their instructional approaches, and their inclusive pedagogical techniques.

Abstract:

As K-12 schools in the United States continue to diversify, the overall representation of STEM professionals is not following suit. If the U.S. is to remain globally competitive, research must be undertaken to explore potential causes of this mismatch in representation trends. Simpson and colleagues (2021) posit that students fail to connect with and thus pursue a STEM career due to a lack of role models in science textbooks. This poster presentation seeks to explore this potential explanation through a culturally relevant pedagogy lens. Culture has a close relationship to human life and the environment, and culture can be seen as human adaptation to environments; therefore, strategies of the life sciences need to be tailored to the cultural context (Nordstrom, 2008). Eight textbooks were chosen as the basis for this analysis based on their: 1) range of publishers; 2) life science subject; 3) year of publication; and 4) grade levels. For this analysis, we analyzed textbooks that are primarily used in secondary education life science classrooms; ranging from grades 7-12. To analyze the textbook images, we looked at four main criteria: race, gender, nature of work (individual or group work), and disabilities (physical, sensory, intellectual). Results of this analysis revealed three major trends: 1) more images of white males “doing science” than any other demographic  group; 2) a lack of diverse images across all criteria analyzed; and 3) science was portrayed as an individual endeavor rather than a collaborative process. From this, we were able to define two clearer emerging themes: 1) perpetuation of power dynamics and stereotypes, and 2) the overall necessity to incorporate multiple culturally relevant resources, outside of textbooks, within science classrooms. Given our findings, we highlight the implications for culturally relevant instruction and student achievement. Underscoring issues with equity and diversity, our poster seeks to influence how educators, researchers, and curriculum developers think about representation in science textbooks.

Abstract:

One of the NGSS Cross Cutting Concepts is Systems and Systems Models. Models and simulations can be used effectively in the science classroom to better understand ecological concepts and cause-and-effect relationships in nature, including how human activities can change the physical landscape, affect ecosystems on land and in water, and alter the atmosphere.

In this hands-on workshop, the presenter will lead participants in activities that will give students practice in collecting and interpreting data to better understand their local and global environment and human impacts on ecosystems. They will create 3-D representations of global land use, model amounts and sources of fresh water, simulate world population growth trends, and more. The presenter will discuss how to implement these activities as part of science methods courses.

Much of the session will be spent introducing participants to constructivist, inquiry-based lessons that pre-service teachers can use to integrate subject content and skills around environmental themes. The presented activities build knowledge and skills in life and social sciences, while applying learning to authentic problems. The presenter will engage participants in discussion on how best to incorporate these activities into science methods courses for different grade levels and how to provide guidance to students on differentiating these lessons for different kinds of learners in their own classrooms.

Abstract:

Understanding what matter is, forms in which it exists, properties of matter, and conservation of matter in the elementary grades supports students in being able to explain a variety of phenomena including melting and freezing. However, despite its importance to science learning, the concept of matter is both complex to teach and difficult to learn (Tsarpalis & Sevian, 2013).

In elementary science teacher education programs, the teaching of content and pedagogy is most often accomplished through separate courses. Thus, a common tension for science teacher educators is balancing these two types of knowledge in meaningful ways (Howitt, 2007) . While some science methods courses offer “snapshots of content” through model science lesson to improve science teachers’ content knowledge (e.g., Santau et al., 2014), this does not go far enough in supporting the kinds of specialized knowledge of content that is necessary for teaching science, known as ‘content knowledge for teaching’ or CKT.

In order to support preservice elementary teachers (PSET) in developing the knowledge and skills necessary to teach about matter in ways that reflect the vision of the NGSS, teacher educators themselves must build their knowledge and skills (Hanuscin et al., 2016). Yet, much of the learning of teacher educators occurs on the job (Dinkelman et al., 2006). Just as educative curriculum materials (ECM) have been designed to help “increase teachers’ knowledge in specific instances of instructional decision making [and] help them develop more general knowledge that they can apply flexibly in new situations” (Davis & Krajcik, 2005, p. 3), we have created ECM designed specifically for science teacher educators. 

In this roundtable, we will present educative curriculum materials for matter and discuss how the educative features encouraged science teacher educators’ learning around matter and CKT, and served as tools to engage PSET in sense-making. Finally we will reflect on how the various entry points in ECM challenged us to consider the scope and sequence of our methods courses.

Abstract:

This workshop is designed for pre-service and in-service teacher educators to share best practices for using self-efficacy-aligned approaches for teacher education that have been employed with both pre-service and in-service teachers to support the transition to NGSS-aligned science teaching and for STEM professional development. Finding ways to prepare in-service teachers for the demands of STEM teaching is a pressing reality as the NGSS and increasing societal demands call for more STEM-focused work in K-12 environments. Many teachers have earned their degrees and certification long before STEM integration and the NGSS were widely accepted. This workshop will focus on teacher-centered approaches to support in-service K-12 teachers’ development of STEM teaching methods and self-efficacy that were learned through study of professional development implementations using social justice as motivation. This work grew out of research on several grant-funded programs working with K-12 in-service teachers. The methods described here are the results of prolonged engagement with the issue of training experienced teachers how to take on new methods and approaches. We found that positioning science and STEM education as an act of social justice was an important way to situate this work. The workshop will share research-supported methods, approaches that were implemented, and resources, including teacher-centered supports; vertical teaming; mastery experiences both for lesson planning and teaching for science and STEM; and reflection. While these methods have a strong research base for their efficacy, the presentation of their combination in this setting has been innovative and successful. Please bring a device for full participation in this workshop.

Abstract:

The structure of elementary field experiences has remained relatively unchanged over the years. This session will demonstrate, through 13 posters, various innovations to the elementary field experiences. The session will begin with introductory remarks by the session organizers about the purpose of the session. Attendees will be provided a handout/graphic organizer with guiding questions to consider as they circulate among the various posters. We will then reconvene for a whole-group debriefing and sensemaking discussion. Attendees will have an opportunity to indicate they would like to be included in future communication and collaborations related to reimagining possibilities for elementary science field experiences and practica.

Poster 1: Using Simulated Teaching Experiences to Support Science Teacher Learning of Core Teaching Practices

Poster 2: Scaffolding Highly Supported Field Experiences for Preservice Teachers

Poster 3: Facilitating an After School Science Club Practicum Experience

Poster 4: Science mentors, near peer partnerships, and teaching opportunites 

Poster 5: The PDS Balancing Act: Content Rigor vs Field Experience

Poster 6: Community Makerspaces and Digital Fabrication with Pre-service Elementary Teachers

Poster 7:  Integrated Embedded Practicum Experience

Poster 8: Teach-to-Avatar: A mixed-reality simulated preservice teaching experience 

Poster 9: Early Service-Learning Experiences in Elementary STEM: Science and Innovation Fairs

Poster 10: Designing Instruction for Sensemaking

Poster 11: Connecting Multiple Contexts for Student Science Learning

Poster 12: Engaging Preservice Teachers in Practitioner Research Experiences 

Poster 13: Nature Journaling to Support Schoolyard Pedagogy

Abstract:

For many graduate students and early academics in the United States, the social and cultural norms of higher education are rife with unwritten rules and expectations (Clemens et al., 2021). In this roundtable, we will discuss the outcomes of a supportive peer-mentorship/friendship of four academic women who met through the Sandra K. Abell Institute (SKAI) and the parallels with Yosso’s (2005) Community Cultural Wealth Framework (CCWF). Given the importance of these types of relationships for academic women as well as the fact that these types of relationships best develop organically (Palmer & Jones, 2019), we seek conversations with those in the science education community to consider how to make such relationships more visible, more common, and more valued. This proposal is structured around the idea of a dominant story and a counter-story. One type of counter-story includes personal narratives, where we, as authors and women faculty, describe our experiences within academia. The 2011 Sandra K. Abell Institute (SKAI) in Colorado Springs, CO sets the initial context for the four women in this study. The SKAI is sponsored by the National Association of Research in Science Teaching) and is held every other year for doctoral students who apply and are selected to participate. A goal of this institute is to create an early mentorship model in which highly accomplished and tenured faculty mentors in the field of science education support doctoral students to develop their dissertations. Our data sources include emails, text chains, conversations, experiences, and journal reflections that focus on daily gratitude and personal journeys. We used reflexive methods to first individually document events as we recalled them and then checked with each other. We engaged in collective documentation of a timeline of our professional and personal travels together, key personal and professional events in our lives in which we have shared and relied on each other, and salient stories that highlight friendship, camaraderie, and career advancement.

Abstract:

Socioscientific issues (SSI)-based instruction is a powerful approach for helping students develop functional scientific literacy (Zeidler & Sadler, 2011). Unfortunately, teachers often priortitize content over SSI (Herman et al., 2017), view SSI as primarily a means to teach traditional content, or even not applicable to science teaching (Tideman & Nielsen, 2017). Yet, as discussed in the conceptual framework below, SSI instruction provides useful context for helping students develop a wide-range of knowledge and skills. Given teachers sometimes do not recognize the value of SSI beyond teaching science content, this project sought to (1) develop a learning module designed to engage preservice teachers with a wide range of learning outcomes (e.g., epistemological beliefs, nature of science, nature of technology, critical consciousness, SSR) in the context of a socioscientific issue, (2) investigate changes in preservice teachers’ decision-making after completing the learning module, and (3) explore what knowledge, skills, and attitudes the preservice teachers valued for their future students after completing the learning module. Findings demonstrate that preservice teachers modified their reasoning and explanations for their socioscientific decision-making slightly. Specifically, participants added elements of science content, nature of technology, socioscientific reasoning (SSR), and critical consciousness. Although participants’ explanations of their socioscientific decision-making was not wildly different after the learning module, participants tended to recognize the value of a wide range of outcomes for their future students including: science and engineering practices, nature of science, nature of technology, SSR, scientific media literacy, and critical consciousness.

Abstract:

This Study addresses three key problems affecting science teacher education: teacher preparation with regard to climate change, including marine science topics in science instruction, and effective use of the Next Generation Science Standards (NGSS). We held two cohorts of a three-workshop professional development (PD) series with a total of 30 preservice and practicing K-8 teachers in one state. We used a mixed-methods approach to measure changes in teachers’ knowledge and confidence in teaching about climate change and marine science in NGSS-aligned lessons. A survey was used to measure teachers’ knowledge of and confidence in teaching about climate change and marine science and in their use of the NGSS along with content knowledge on marine and climate science (using items from the International Ocean Literacy Survey, IOLS). Surveys were completed pre- and post- workshops. A focus group discussion with a subset of eight participants was also conducted to elaborate on survey findings. We found that teachers’ knowledge and confidence in all three areas (marine science, climate change, and the NGSS) was statistically higher after the workshops than before. Additionally, teachers’ marine and climate science content knowledge, as measured by the items from the IOLS, was also significantly higher. The focus group discussion allowed for teachers to provide examples and context to support these quantitative differences. These findings suggest that our PD series and accompanying curricular materials were effective tools for addressing these interrelated problems. Given this year’s ASTE focus on elevating science education, these strategies and tools could be applied more broadly to aid teachers in addressing critical needs with regard to science teaching and learning. 

Abstract:

For culturally relevant integrated STEM units to find their way into science classrooms teachers must be partners in the curriculum unit writing process. This study provides teachers with professional development in integrated STEM unit design along with time and structure to write integrated STEM units that are personalized to the local community and cultures of districts, schools, and classrooms.  Due to the high percentage of students that are characterized as multilingual (ML) learners teachers will also tasked to provide language support integrated throughout their units.   Four units were designed and evaluated for their coherence by visually analyzing conceptual flow diagrams (CFG) (Roehrig, Dare, Ring-Whalen, et al., 2021) and given a score on the STEM-ICA (Guzey et al., 2016).   One of the units exhibited coherence throughout the unit and score a score of 3 out of 4 on the STEM-ICA.  The other three units do not exhibit the same level of coherence and also had lower scores on the STEM-ICA.  Due to the majority of the scores and coherence being low on unit development, more research on effective professional development for integrated STEM unit design is needed

Abstract:

Science students should develop competencies to capably address complex environmental issues in their communities. A way forward is to engage students in authentic and meaningful learning activities nested in their school communities through community-based environmental science projects. Regardless of this importance, science teachers require the capabilities and confidence to provide innovative and engaging curriculum materials in school-community contexts based on environmental issues. In the literature, there is no dedicated survey instrument focused on science teachers and local school communities. A survey instrument called the ‘science teacher and local communities’ (STLC) survey was developed to meet this research gap, with the aim of providing a starting point for science teacher professional learning program, and formatively assess the potential of school and community science projects with schools. Key to usability of any survey instrument is its validity. Analyses of STLC survey with respect to content and face validity found that the instrument addressed pre-determined constructs of the survey as the respondents were able to formulate valid answers to open-ended questions, and responded to close-ended responses in valid ways based on statistical data analyses. Findings from the STLC begin to elucidate opportunities and challenges afforded by an approach to curriculum and teacher development in relation to local communities. Further validation from a cross-national survey in Canada provides confidence in its future use with research projects focused on STEM education and local communities.

Abstract:

The purpose of this study was to explore elementary teacher candidates’ ideas about the digital science notebooks they created in an online, asynchronous methods course and was driven by following the research questions: How do teacher candidates reflect on their use of a digital science notebook when facilitated within the context of an online, asynchronous elementary science methods course? How do teacher candidates describe their future use of digital notebooks? This study was framed by the concept of approaching the methods course through content and pedagogy. That is, teacher candidates engaged in active inquiry experiences designed for elementary students and then reflected on these experiences from a teacher perspective. Focus groups were conducted to elicit teacher candidates’ reflections about using the digital notebook and their ideas about using them in their future classrooms. Findings elicited the benefits and challenges of using the digital notebook as a student themselves and as a future teacher. Benefits included organization and the ability to reflect on and refer back to previous work, for example, being able to search through Google Slidesä content, and access to multi-modal differentiation tools. Challenges included access to and use of technology. Teacher candidates noted the possible challenges of facilitating digital notebooks with younger elementary students in particular, as well as highlighted the need for more experience teaching with them. Many teacher candidates had little to no in-person field experience due to the Covid-19 pandemic. They also noted, however, that engaging in the course tasks from a student perspective and from a teacher perspective was beneficial. Conference attendees who teach elementary science methods may be particularly interested in this work, however the concept of approaching an online methods course through facilitation of a digital notebook from both a teacher and student perspective can be applied to any K-12 science methods course.

Abstract:

Climate change is a growing global crisis with short and long-term impacts on the physical and social worlds. Although climate change is a global occurrence, the impacts of climate change are not felt equally among all locations and all groups of people. Climate justice education is a form of social justice education that invites students to consider how the contributions toward and impacts of climate change differ across racial, socioeconomic, geographic, and intergenerational lines. Climate justice education can be very impactful and may motivate climate actions and activism. Yet, teachers may hesitate to frame climate change instruction through a justice lens. To learn more about how climate justice education can be enacted, this mixed methods study sought to investigate Ohio secondary science teachers’ climate justice teaching practices. Eighty-six Ohio secondary science teachers completed an electronic survey about their climate change teaching practices, and 26 of these teachers were interviewed to explain their practices. The research participants most often framed their climate change teaching as a global social issue and as a current problem with primarily physical impacts on the Earth. The majority of participants who teach about climate change addresses at least one climate justice issue, although the vast majority address between zero and two. From the qualitative data, most participants rationalized this omission or minimalization because they assume other classes are addressing climate justice and/or because climate justice is not aligned with their curriculum. When participants did address climate justice, they were most likely to address how contributions toward and impacts of climate change are not evenly distributed geographically and least likely to address racial and ethnic injustices. Implications for science teacher professional development and curriculum development are discussed.

Abstract:

During a global pandemic, Dr. Fauci, director of the United States National Institute for Allergy and Infectious Diseases, suggested that school districts “should find ways to offer as many outdoor activities as possible, from classes to recess and lunchtime. …Get as much outdoors as you can” (Associated Press, 2020, para. 1 & 3). Thus, an emergence of outdoor nature-based environments in public/private school settings increased across the nation. A question then emerged regarding how public/private school personnel could plan for and construct purposeful outdoor, nature-based, science learning, play areas. Informal/free-choice science education has been studied for decades (Rennie, 2016), as well as the concept of outdoor free play in Early Childhood settings (Frost & Sutterby, 2017; Sahlberg, 2021). Recently, Fleer (2019) reported on the use of Scientific Playworlds as a model for systematically teaching science concepts in play-based settings. Specifically, “collective imagining and wondering were key” as the play-based settings turned everyday events (e.g., slug moving on surface, drop of water) into scientific events (Fleer, 2017, p. 1276). This study examines elementary pre-service science teachers’ (PSTs) perspectives of an outdoor Play Zone area for affordances in learning science concepts. PSTs reflected upon and documented the site’s affordances from viewing evidence of existing or previous play; they connected their observations to potential science conceptual learnings. From a preliminary frequency analysis, PSTs reported the types of play of their self-selected areas as climbing, building, and balancing. Initial science concepts listed by frequency included earth science focus on erosion; life science focus on plants/tree growth; and physical science focus on forces and motion. Connections to interdisciplinary concepts in order of frequency included math, art, physical education, writing, social studies, and music. Lastly, PSTs reflected on use of Play Zone elements to determine value and connections within traditional science learning experiences.

Abstract:

This study communicates insights gained by two teacher educators as they facilitated inquiry-based curriculum with 61 teacher candidates (TCs) throughout science and math methods courses. Per Wang (2020), teacher educators too often instruct TCs about inquiry-based pedagogy utilizing direct instruction. When this occurs, the used model overshadows the argument in favor of inquiry teaching, thus, preventing TCs from developing an inquiry-based instructional disposition and confidence with applying the pedagogical method (Putnum & Borko, 2000). During a 15-week semester, the teacher educators applied inquiry-based instruction to lead learners to reflect on prior experiences as students of science and math, and investigate the questions: What is science? And What is Math? Findings from this study offer implications for science and math methods instructors, related to ways to cultivate TCs’ identity, supporting learners to accommodate pedagogy, key ideas students were challenged by, and ways multiple contexts interdependently reinforced inquiry-based pedagogy.  In addition, the presenters will highlight the inquiry model applied, as well as present programmatic considerations for department chairs.

Abstract:

An important part of developing a science identity is being recognized by others as a science person. In several studies, boys were more likely to talk about receiving recognition from peers during small group work than girls, suggesting the boys in the study either received more recognition from peers than the girls or that the boys saw the peer recognition they received as more important to a science identity. This study explores the dynamics of recognition in small groups, especially during guided-inquiry labs and problem-solving activities that are particularly important to students’ sense of self-efficacy in science. We collected video of small groups in a high school physics classroom during a variety of activities, then identified and analyzed events where students gave or received recognition to a peer. We also interviewed students to understand how they perceived and experienced peer recognition in small groups, as well as determine what they considered small group contributions that indicate a student is good at physics. We found that during small group work, students primarily recognized contributions that moved the group toward completing a task, such as providing a correct answer or a clear explanation. By contrast, during interviews, students described contributions such as asking interesting questions, sharing ideas, and making mistakes as indicators someone is good at physics. This suggests that teachers should consider strategies such as peer evaluation and other reflection exercises that ask students to provide peer recognition outside of the immediate goals of collaboratively completing a task. In addition, there were cases where the student giving the recognition perceived the event differently than the student receiving recognition. In these cases, as long as the student receiving the recognition perceived it as an event where they were given positive recognition by a peer, the event contributed to the student’s science identity, regardless of how the student giving the recognition saw the event.

Abstract:

“Environmental Justice is basically a mix of three things: economic equality, race equality, and how their environment is,” explained John*, a sixth-grader in Mrs. Deer’s* mathematics class, when asked to reflect on the lesson he engaged in earlier that day.

Mrs. Deer participated in an ongoing research-practice partnership (RPP). The RPP has been focusing on building a justice-focused computer science and computational thinking pathway in 3rd-8th grade classrooms. The focus on computer science and computational thinking was intentional, as this was the second phase of a research study.  The previous phase of this study (Authors, under review) found that understanding the role of data (data analytics) was the most of the computational thinking practices for teachers. They readily integrated the other components of computational thinking, such as iterative thinking and pattern recognition, but interpreting and considering ways to display the data were typically absent in their lessons.  During this phase of the study, we integrated data science and Environmental Justice. 

The purpose of this qualitative research study is two-fold: first, to understand the process of how teachers design and implement a curriculum that integrates Environmental Justice and data science for third through eighth grade students, after participating in related professional learning opportunities. Second, using the findings from this phase of the project to create curricular and instructional supports for justice oriented computer science curriculum. We will meet this purpose by answering the following research questions: (​​1) What was the process for teachers designing and implementing a curriculum that integrates Environmental Justice and data science for third through eighth-grade students? (2) What are the curricular and instructional supports needed for designing and implementing justice-oriented computer science instruction? 

*Names have been changed

Abstract:

This study reports on an exploration of STEM identity development with a REU (Research Experiences for Undergraduates) program. A growing body of research has shown that identity serves as a predictor of sustained pursuit in the STEM disciplines rather than academic performance, particularly for students historically underrepresented in STEM. STEM identity is conceptualized as the ability to see oneself in one of the STEM fields and to identify with the roles involved in the position. We drew on a model of science identity which includes three interrelated dimensions: competence, performance, and recognition (Carlone & Johnson, 2007).

The REU program was a ten-week experience with students placed at two geographically distant sites. Ten participants were recruited, all of whom were from under-represented groups and for whom this was their first research experience. Due to the pandemic, half of the participants had an in-person laboratory experience and the other half a virtual research experience. Weekly seminars and workshops were conducted online to allow participation of all REUs.

Given that our goal was to understand identity development, data was collected throughout the REU program. The primary data sources were weekly pulse surveys and bi-weekly check-in interviews. Using the STEM identity framework, we looked for patterns in the data. Feelings of competence shifted over the course of the REU, with students initially feeling a lack of competence. REUs talked about having to become comfortable with asking for help and understanding that it was normal to have questions. Given the focus on research, performance was central to the REUs’ identity development. Students had to learn a lot of new laboratory skills and as scaffolding from mentors was removed, they had to develop confidence in performing procedures independently. Recognition was critical to all REUs, but most important to students of color. While white female REUs started the summer with a strong self-recognition as a “science person” this was not the case for students of color.

Abstract:

This descriptive study investigated 41 elementary teachers’ baseline understanding of and confidence integrating systems thinking into their instruction prior to a professional development (PD) program. Teachers’ endorsed including systems thinking in instruction and had low confidence in teaching systems thinking. Descriptions of systems and systems thinking lessons taught were analyzed using an S-B-F-aligned rubric and inductive analysis. Results indicated indicated teachers had a limited understanding of systems and systems thinking and their systems thinking instruction reflected these limited understandings. These findings suggest a need for PD that supports elementary teachers in understanding systems thinking and improves their confidence for teaching systems thinking so that they can integrate systems thinking into instruction.

Abstract:

In this workshop we will engage participants as learners in a science lesson about the water cycle using newly created representations of the water cycle. We will use this experience to then launch into the introduction of a suite of new water cycle representations created by a team of illustrators, educators, and scientists.

Because of water’s crucial role in the health of ecosystems, economies, and human bodies it is important for students to understand the water cycle. However, the water cycle is systematically misunderstood and misrepresented. Many of the representations in circulation present the water cycle as being removed from humans and omit human influence altogether. It is likely that these limitations in the water cycle representations contribute to challenges students face in learning the water cycle. Additionally, these representations likely influence teachers’ knowledge and instruction. If, for example, the representation being used to teach the water cycle includes humans it would be harder for a teacher to omit the role of humans in this system.

In response to this problem, we have been working with a team of scientists, illustrators, and educators to create a suite of new water cycle representations. To share these, we will engage participants in a workshop. The workshop will begin by engaging participants as learners in a science lesson using the new representations. At the conclusion of the lesson, participants will reflect on how the new water cycle representations changed (or did not) their learning and the focus of the lesson. Finally, we will introduce the full suite of water cycle representations and participants will be given access to these new representations for use in their own instruction and work with teachers.

Abstract:

Research has shown that elementary teacher candidates (ETCs) can improve and refine their teaching skills by engaging in rapid, critical self-reflection and adaptation through the core pedagogical practice of repeated teaching experiences - multiple iterations of teaching the same lesson with different students. This presentation describes how repeated microteaching rehearsals were adapted and integrated into an online science methods course at an urban university. Respondents noted that while they viewed the first iteration of their lesson as “good,” 96% agreed/strongly agreed that their teaching improved as they repeated the lesson and 93% agreed or strongly agreed that their understanding of the science content improved because of the repeated teaching experiences. The presentation discusses how the repeated experiences were facilitated, the challenges and benefits, lessons learned, and key considerations for its implementation.

Abstract:

This paper explains the results of a collaborative PD model, Design-Based Research, which involved teachers, educational psychologists, science educators, technology educators and software developers to design a web-based tool to support high school student engagement with data practices during science investigations. Eighteen high school science teachers were involved in this project across the three years. PD in Year 1 (IEP) featured the presentation of data practices, CT and SRL to teachers. The intention was to use these lessons in SPIN. In Year 2 (EP) we worked individually with content area groups (biology, chemistry, Earth science, and physics) to check the accuracy of integration of CT and SRL into data practices and to design SPIN for teacher needs. Year 3 (LIP) was dedicated to converting lessons to SPIN-appropriate lessons which were then taught to small groups of students. We used a parallel mixed methods research design that drew from qualitative and quantitative data sources which included (a) a test of knowledge and application about data practices, CT and SRL; (b) a self-efficacy measure of data practices, CT, and SRL; (c) interviews; and (d) artifacts. Teacher interview results at the end of the IEP showed that teachers were familiar with create, collect, visualize and analyze, but were less familiar with prepare, which was a trend found across the three years. Following the IEP, teachers felt comfortable with both decomposition and pattern-finding and were confident that they already promoted these practices in their lessons. They began incorporating more of abstraction and algorithmic thinking into the lessons being added into SPIN during LIP, based on the lesson plan artifacts. SRL was not prioritized as a learning goal for the first year mainly because teachers were at capacity learning about data practices and CT. However, COVID changed teaching platforms in the EP and the interviews overwhelmingly indicated that teachers found SRL to be a higher priority than CT. Trends in teacher learning from this project can help inform effective PD.

Abstract:

With COVID-19 necessitating a shift to online teaching and professional development, a unique opportunity to study online instructional coaching emerged. With prior evidence that the provision of a STEM curriculum unit and online coaching supported a first-year science teacher in improving his instructional practices, this study utilized a single case study design with interaction analysis methods to explore the coaching moves that were implemented by three university-based STEM instructional coaches in an online coaching environment and identify those moves that prompted teacher reflection. Findings identify the range of coaching moves that were utilized and highlight the coaching moves that most frequently preceded teacher reflection. In addition to explicit prompts for reflection, affirming the teacher, focusing on how students learn, discussing pedagogical approaches, and emphasizing science content knowledge also prompted teacher reflection. Implications for online instructional coaching are discussed.

Abstract:

Higher education is a key partner in the network of sectors working to reform K-12 STEM education. In addition to their role in preparing future STEM teachers, STEM faculty are encouraged to engage in local STEM education programs. To increase faculty participation, studies have examined STEM outreach motivations and barriers for faculty; however, there is little information on what attracts and retains college students to engage in STEM outreach. This study examines college student motivations in the context of STEM outreach. STEM Corps is a student organization that serves the K-12 STEM community. The types of outreach opportunities available to STEM Corps changed after Spring 2020 as a result of the pandemic. With this change, we observed an increase in commitment and retention which led us to ask if factors of the program itself play an important role in motivation, especially to persist. We conducted a qualitative analysis of survey responses from STEM Corps members aimed at uncovering their motivations to join and persist despite reported frustrations. Inductive coding of the surveys identified two themes: (1) while motivation to join varied, motivation to continue was consistent and associated with the relationships developed, the recognition of need in the partnering community, and the rewards of observing the children’s excitement; and (2) students view the impact they have on this community of children as piquing interest, providing access, and serving as role models and not as “teaching STEM.” Survey and retention data suggest that students are motivated by a variety of factors; however, certain features of a program may play a key role in motivating students to persist. For this study, these are, the long-term weekly format allowing students to develop relationships with the children; the demographics of the community; and the goals of the program focusing on interest and identity. The language used in the responses to why this program is important suggest compassion and empathy are strong internal motivating factors shared by all of these students.

Abstract:

This workshop will engage attendees from the science teacher education and the science and STEM education research communities in learning about a new protocol designed for observing integrated STEM lessons within K-12 science and engineering classrooms. Participants will be provided with opportunities to learn about the development of the protocol and to practice using the protocol with example classroom video of integrated STEM lessons. This workshop will also introduce the associated online platform designed to support new users of the protocol. The online platform uses the popular Learning Management System Canvas to walk new users through a series of modules to educate them about each of the protocol’s 10 items. The modules include opportunities for users to practice using the instrument and receive immediate feedback to facilitate learning. Multiple uses of the protocol and the online platform, including for teacher education and research, and will be discussed.

Abstract:

Science teachers preparing for instruction have to consider many elements in order to construct positive learning environments and pedagogical moves that have a high likelihood of accomplishing the instructional intentions. Learning science while also learning a new language of instruction, while mutually supportive, can be difficult. Therefore, teachers’ planned moves (i.e., intentions) should also include students’ language demands. Teacher educators continue to seek a better understanding of the synergistic development of language and content knowledge of emergent multilingual learners (EMLs) in response to the purposes and goals of teachers’ instructional intentions and pedagogies. This study focused on the link between teacher planning and student learning during a 15-day summer science and language program. Pre-instructions lesson plans, daily revisions, teacher and a student journal were analyzed to determine the teacher’s instructional intentions and the student understanding of investigations. The analysis showed that the teacher intentions of delivering multimodal instruction, creating a community of learners, and using the epistemological approach of authentic experiences, among others, were effectively received by the student. The implications for teacher educators are discussed

Abstract:

There has been controversy as to how the virus responsible for COVID-19 should be named. The specific focus for this presentation is the acceptability or not of referring to it as the “Chinavirus” (or similar). We explore the potential for inducing perspective taking in the development of arguments regarding the appropriateness of this term. The following questions guided our inquiry:

• What evidence do undergraduates draw on and reason about when induced to argue for and against the appropriateness of the term “Chinavirus” when referring to the virus that causes COVID-19?
• How do undergraduates induced to argue both sides of the “Chinavirus” controversy use these differing perspectives in formulating their own position statements on the controversy?

The large majority of 43 participants (pre-service elementary teachers in a mid-sized university in the Southeastern United States) were able, having undertaken an on-line coronavirus-themed unit, to provide arguments both for and against referring to the virus responsible for COVID-19 as “the Chinese virus” and to use different perspectives in articulating their own position on the issue. Arguments in favor of the appropriateness of the term “Chinavirus” tended to maintain that as China was the origin of the virus, “Chinavirus” is an appropriate term; a number of undergraduates went further and argued that China was, in one way or another, responsible for the origin of the virus, and that this makes the term “Chinavirus” appropriate. Arguments in favor of the inappropriateness of the term “Chinavirus” mostly maintained that this was discriminatory, even racist, and could be harmful to those of Asian descent. The overwhelming majority (36 of the 38 students who provided a position statement) of students concluded that it is inappropriate to call the coronavirus “Chinavirus.” We conclude that induced perspective taking has the potential for exposing the evidence and reasoning employed by opposing sides of SSI from which progressive dialogue can commence.

Abstract:

This innovations paper describes a desktop virtual reality digital gameful learning experience (DGLE) developed collaboratively by university faculty and informal environmental educators to learn about our watershed’s socio-economic development since the mid-1800s, its industrial history, the spatial aspects of the watershed, and how it changed over time. We provide background on place-based virtual reality and the affordances that DGLE can provide for learning. Next, we present Watershed Explorers, a place-based virtual reality DGLE that was developed for a wide range of learners, including adolescents through senior citizens, and envisioned to be implemented as a curriculum enhancement learning activity for classroom learners.

After developing the Watershed Explorers DGLE with partner environmental education (EE) centers, we conducted a usability study with our preservice and inservice teachers who were enrolled on our institution’s secondary science methods course and our EE course during the Spring 2022 semester. The students completed Watershed Explorers and were asked to think of related themes for a shorter version that would have only 3 watershed locations instead of 9 locations. They completed a usability survey on the game’s supportive features that included the game tutorial, journal log, media gallery, glossary, tool tips, conversation logs, and location panels. The students also responded to a survey about specific game features and their perception of learning with the DGLE. The students proposed four different 3-location versions of Watershed Explorers including a fish ladder theme, an environmental issues theme, an industrial history theme, and a general history theme. The students reported that the game narrative was clear and made sense, they discovered things about the watershed that they previously did not know, they liked using the game for learning about the watershed, they found the game and the game interface easy to use, and they did not feel overwhelmed by the amount of information that was presented.

Abstract:

We will summarize research that investigates the impact of environmental education (EE) experiences on students’ feelings of connectedness with nature (CN). CN has been linked to increases in environmentally responsible behavior. Therefore, if we can train preservice and in-service teachers to deliver quality EE experiences to their students, we will in turn create citizens that are engaging more in environmentally responsible behavior, thus making the planet a more sustainable place.  The presenters will describe the theoretical background, rationale, and methods of the study.  Additionally, preliminary data will be shared that (a) Discusses the differences found in the preliminary results between the three school system settings and describes which settings are having a greater impact on CN, and (b) Describes how the duration of the EE experience and the age of participants can influence feelings of connectedness to nature. Additionally, we will discuss the implications for teacher preparation programs and why it is important that teachers, both in-service and preservice, receive proper training and PD that equips them with the skills to deliver quality EE to their students. It is hoped that hearing the results of this study will lead science educators in the audience to think critically about their own programs and how they might modify them to include outdoor education or environmental education within preservice teacher program requirements or PD experiences.