Research suggests that elementary school is a crucial period for sparking students’ long-term interest in science and consideration of a STEM career. Teachers infl uence students’ dispositions towards science; therefore, it is important to consider elementary teachers’ identity development, a preservice teacher’s own voice and self-image, with science as a factor in science education. This longitudinal, qualitative study examines the experiences that served as barriers or supports to elementary Master of Teaching preservice teachers’ science teacher identity development. Six preservice teachers were interviewed at the beginning of their graduate teacher education programs and again during their fi rst year of teaching. Our fi ndings indicate that identity development of future elementary teachers begins during their own elementary school experiences as a student and spans through their teaching practicums. Barriers to science identity development included prior elementary science experiences/lack of interest, science content and coursework requirements, practicum experiences, and socioeconomic status. Supports that bolster elementary teacher identity for instructing science included hands-on/inquiry-based science coursework, prior experience in schools and working with children, positive practicum experiences, and support from family and friends. This research indicates that in order to develop more rigorous elementary science teacher preparation programs, in regard to instruction and self-effi cacy, educators and public policymakers will need to provide a series of supports for future science teachers ranging from their initial elementary school experiences through their practicum placements. Earlier research examining students’ interest in science and STEM-related careers empha-sizes high school or college factors as important for supporting persistence into the workforce (Davis, 1999; Ivie, Czujko, & Stowe, 2002; Maltese & Tai, 2011; Sax, 1994); however, recent studies demonstrate that STEM career interest tends to begin in elementary or middle school (Dabney et al., 2012; Maltese & Tai, 2010; Tai, Liu, Maltese, & Fan, 2006).
Interest driven learning has the potential to enhance the inquiry based learning process by contextualizing curriculum as students investigate scientifi c questions, collecting and analyzing data, and construct reasonable conclusions relative to their interests. This paper presents a project and its fi ndings that involved preservice elementary teachers developing science lessons from student career interest information gathered from a class of second graders. How might interest driven learning enhance preservice elementary teachers’ ability to teach science through inquiry based learning? How might interest driven learning infl uence elementary students’ perception of science in their future careers? The preservice teachers reported positive attitudes toward teaching science while connecting student career interests with science content. The project also reported having a positive impact on the second graders’ perceptions of science associated with their chosen careers.
This longitudinal impact study examined the effects of a leadership development program for district-based teams of educators leading science education reform efforts. Propensity score matching was used to construct a comparison group of demographically similar districts who received either none or extant leadership development programming. Treatment effects were estimated at one-year intervals for eight years after the onset of the treatment program. The longitudinal pattern of treatment effects suggests that outcomes were similar for students in treatment and comparison districts in the early phases of implementation followed by a dip in outcomes for treatment districts that eventually recovers to be higher than comparison districts by 7 years from treatment onset. Analyses of data from treatment districts suggest a strong positive association between higher student outcomes and both the existence of highly effective professional learning communities and higher retention of leadership team members.
Increasing emphasis on students’ understanding of the practices of science and engineering necessitates that teachers themselves possess a strong understanding of these practices. Unfor-tunately, a teacher’s potentially limited engagement in science and engineering practices throughout his or her own education may impede his or her understanding of these disciplines. Numerous professional development programs aimed at providing teachers with authentic science and engineering research experiences currently exist that may help address this gap. This qualitative study sought to describe, in detail, the research experiences of six teachers who participated in a summer Research Experiences for Teachers (RET) in Engineering program. Results indicate that, even within a single program, teachers’ research experiences may be highly varied in both content and structure. This draws attention to a need for further consideration of the design of these types of professional development programs to ensure the advancement of participants’ understanding of the practices of science and engineering research. Framework for K-12 Education: Crosscutting emphasize the need for students to become well-versed not only in science and engineering content, but also in the practices of these disciplines throughout their K-12 education. Given that students in K-12 settings may lack opportunities to engage in these practices with professional science and engineering researchers, it is crucial that they are provided with authentic experiences with science and engineering practices in their own classrooms. Accordingly, the Framework provides, in part, “a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientifi c and engineering practices and apply
This study addresses current dilemmas surrounding features of effective teacher professional development (PD). Using a theoretical framework that conceptualizes the complexity of teacher learning, this study investigates the interconnections among teachers’ professional backgrounds, purposes for developing professionally, teaching contexts, engagement and participation in PD, and PD outcomes. Drawing upon the experiences of 16 case study teachers participating in a multi-year, multi-site environmental science literacy PD, this research uses a variety of data sources to better understand how teachers applied the concepts and practices from their PD program to the classroom context. Our analysis identifi ed three forms of classroom implementation: Integrated incorporated practices across the curriculum, Focused attended closely to one interest area, and Consistent involved authentic instruction of the curriculum as designed. Findings suggest that teachers who demonstrated Integrated implementation were more likely to come to PD with a general desire for professional growth and engage collaboratively with colleagues. Implications include a deeper understanding of teacher learning to inform the design of effective PD. In the last decade, research on teacher professional development (PD) reached what was termed a consensus on key features of highly-effective programs (Hill, Beisiegel, & Jacob, 2013). Studies drawing upon national samples identifi ed program characteristics resulting in signifi cant increases in teachers’ knowledge and skills as well as their application to classroom practice (Garet, Porter, Desimone, Birman, & Yoon, 2001; Penuel, Fishman, Yamaguchi, & Gallagher, 2007). Several reports synthesized these features into a vision for effective PD that is situated in classroom practice, focused on student learning, embedded within professional learning communities, and sustained over time (Whitcomb, Borko, & Liston, 2009). Others emphasized the importance of active learning, collective participation, and connection to the larger change process (Desimone, 2011; Hawley & Valli, 2007). However, this vision has recently been challenged by rigorous studies fi nding little long-term increase in teacher or student knowledge from PD adhering to these key design principles (Wilson, 2013). Notably, two Institute of Education Sciences and U.S. Department of Education-funded studies on early reading and middle school mathematics PD failed to demonstrate sustained change in teachers’ knowledge or student achievement. The fi rst study showed signifi cant increases in teacher knowledge immediately following the PD, but this effect disappeared one year later; the second found no increase in teacher or student knowledge as a result of the PD (Garet et al., 2008; Garet et al., 2011). These, as well as other high-profi le and disappointing results have called into question the consensus on effective PD as well as the use of district funds for these efforts (e.g., Arens et al., 2012; Bos & Sinicrope, 2012). This study addresses the present dilemma in professional development research by expanding the frame of analysis to include not only the PD program features and outcomes, but also the learners themselves. In this study, we sought to understand the ways in which teachers participating in multi-year, multi-site science PD incorporated the principles and practices from PD into their individual classrooms. In our analysis, we used a theoretical framework that is based on Opfer and Pedder’s (2011) understanding of teacher professional learning as inherently complex and situated in nature. Opfer and Pedder (2011) explain: We believe that teacher learning must be conceptualized as a complex system rather than as an event ... Complex systems thinking assumes that there are various dynamics at work in social behavior and these interact and combine in different ways such that even the simplest decisions can have multiple causal pathways (p. 378). Opfer and Pedder (2011) argue that to understand teacher learning beyond the process-product paradigm, research needs to address reciprocal infl uences in three subsystems, the teacher, the school, and the learning activity. This study examines these three interrelated subsystems using research conducted with 16 secondary science teachers participating in a multi-year PD program at four sites across the United States. The stated goal of the PD was to connect educators with research scientists in an effort to build ecological literacy using a learning progressions approach. In particular, the PD focused on developing teachers’ understanding and use of eight key pedagogies for learning progressions, incorporated into curricular units and into their science classrooms in general. Complexity theory argues that there are multiple causal pathways for social behavior; in
IntroductionStudent interest in science tends to decline as the students advance through school (Ipsos Reid, 2010). Once the students reach high school, many do not see science as relevant for their future careers, overlooking the fact that science courses are required to enroll in seemingly non-science career paths such as culinary arts, technical theatre, or fitness (Hurd, 2013). Students also need science literacy to participate wisely and function as a contributing member within society (Martin, Sexton, & Franklin, 2009). At the same time, determined from the Programme for International Student Assessment (PISA) statistics, 15 year-olds in the United States rank 16 out of 26 countries in science literacy (National Science Board, 2010). Gottfried and Williams (2013) recognized that government, industry, and parents are pressuring school systems to respond to the perceived gap of decreased student scientific literacy and stagnant numbers of students pursuing science related career paths. To close the gap, the Next Generation Science Standards (NGSS) provide guidance for the formal classroom setting, but classroom activities alone may not be sufficient. To bridge the divide, Gottfried and Williams (2013) identified an improvement of student achievement in the science, technology, engineering, and mathematics (STEM) areas when students participated in informal learning activities, particularly when belonging to STEM related extracurricular clubs.This study examined one very active, 122-member rural high school Science Club program that thrives in spite of increasingly busy student schedules, decreasing school budgets, and a demanding standardized curriculum. This study was not about how to set up or run a Science Club, but instead the objective was to explore what the two teacher-advisors did to make this Science Club vital to the students. Why did the students connect to the program?Definition of Science ClubScience Clubs are organizations or programs intended to provide students opportunities to directly explore and participate in science-related activities. The clubs are usually supported and run by a school, educational facility, or parent group; in the case of this study, the Science Club was a sanctioned organization in a high school. Each club is different, defined by its purpose and advisor's philosophy and goals. Looking specifically at school-based Science Club programs, the meetings may take place during school, after school, or during the weekends (Primary Science Teaching Trust, 2014). Activities are usually student oriented to generate and nurture interest in science, to gain science related experiences that are not part of the regular school curriculum, and to simply inspire students to have fun exploring and experiencing new things. Some clubs are general, and some clubs may focus on a specific area of science such as astronomy, technology, or nature (Science Clubs of South Africa, 2014). School based Science Clubs are typically open to the full student body, although some clubs may target subset populations, such as female students (Chandler & Parsons, 1995; Watermeyer, 2012). In some instances, in spite of Science Club being open to the full population, only segments of the student population join. For example, Carter (2012) observed that his Science Club membership consisted primarily of "boisterous boys" who did not necessarily do well academically but enjoyed participating in the activities.There is minimal recent research illustrating the state of Science Clubs in modern high schools. Anecdotal evidence and personal observations suggest that, in general, Science Clubs are experiencing decreasing memberships or dissolution. In contrast, the benefits of an afterschool Science Club program are well documented from past and present researchers (Dunbar & Schafer, 1930; Gottfried & Williams, 2013; Hauenstein & Makki, 2012; LeDee, Mosser, Gamble, Childs, & Oberhauser, 2007, Reusser, 1934; Twillman, 2006; Webb, 1931). …
IntroductionIn the wake of globalization and the need for the United States to remain technologically and economically competitive, increasing the number of students entering science, technology, engineering, and mathematics (STEM) fields has been a focus of much research and study in recent years (STEM Education Coalition, 2012). However, STEM careers require formal and rigorous academic preparation beginning in high school. One metaphor for this preparation has been of a STEM pipeline, where students trickle out based on their course choices in high school (Simpson, Koballa, Oliver, & Crawley, 1994). In turn, high school course choices play a role in the student interest in STEM careers (Sadler, Sonnert, Hazari, & Tai, 2014). Maltese and Tai (2010) found that one key to increasing the number of students entering the pipeline may be to engage their interest during middle school. However, interest alone is not enough to ensure that students persevere in pursuing a STEM career. They also need science inquiry skills and understandings (National Research Council, 2000), and they need to lay the foundation of these skills and understandings in middle school. Science fair participation may play a role in increasing both interest in and understanding of STEM fields.Literature ReviewCoverage of science fairs in the popular press is relatively common, but tends to be limited to opinion pieces that are either supportive (Calmes, 2012) or critical (Craven & Hogan, 2008). Books and guides to assist students and parents in conducting successful projects are common; a search for "science fair" at a community library yielded over 50 titles. However, the research base regarding the effectiveness of science fairs in supporting student learning and attitudes toward STEM is scant. There are a few studies that relate interest in science to the pursuit of a science career (Archer, et al., 2010; Riegel-Crumb, Moore, & RamosWada, 2011; R.D. Simpson, et al., 1994), but none explicitly mention science fair participation as an influence in science interest.In 2013, the Next Generation Science Standards (NGSS) were released (NGSS Lead States). These standards were developed from a document published by the National Research Council (NRC)- A Framework for K-12 Science Education (2012). In this document, the NRC has defined three dimensions of science education, one of which is "science and engineering practices" (p.3). These practices include how to ask a scientific question, plan and conduct a scientifically valid investigation, analyze and interpret data, and communicate results. The Illinois Junior Academy Policy and Procedure Manual (2014) describes the alignment of their science fairs with the NRC science and engineering practices as well as individual NGSS standards. In addition, the IJAS states as its mission . .to present science as rational observation and systematic investigation of natural phenomenon." (p. 5). The development of critical thinking and logical reasoning are also given as goals. This alignment reveals an underlying assumption that science fair participation may lead to increased understanding of science inquiry. However, there is little research to either support or disprove this assumption.This We Believe is a position paper that was first published by the Association for Middle Level Education (AMLE) in 1982, and has since been revised (Association for Middle Level Education, 2010, 2014). The essential attributes, goals, importance, and key characteristics of an effective middlelevel education program need to take into account not only the developmental level of the students, but what they need to learn in order to be prepared to function as adults. According to AMLE (2010), some components of such a middle-level education program are: engaging in and understanding the process of inquiry, asking questions for which there may not be only one correct answer, assessing and interpreting information from a variety of sources, and using critical thinking skills. …
