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Teaching Methods; Statistical Analysis; Constructivism (Learning); Scores; Methods Courses; Preservice Teachers; Elementary School Teachers; Mixed Methods Research; Science Education; Preservice Teacher Education; Retention (Psychology); Models; Elementary School Science; Science Instruction; Scientific Concepts; College Instruction; Instructional Effectiveness; Surveys; Qualitative Research; Pretests Posttests

Abstract:
The aim of this study was to explore a group of prospective primary teachers' conceptual understanding of diffusion and osmosis as they implemented a 5E constructivist model and related materials in a science methods course. Fifty prospective primary teachers' ideas were elicited using a pre- and post-test and delayed post-test survey consisting of ten two-tier questions of which an explanatory part was integral. Individual interviews were conducted with six prospective teachers at the end of the implementation of the unit using four questions. Test scores were analyzed quantitatively and qualitatively. Post-instructional interviews were analyzed qualitatively. Statistical analysis using one-way ANOVA of student test scores pointed to statistically significant differences between pre- and post- and delayed post-test (p less than 0.05). A qualitative analysis of the prospective teachers' explanations in the two-tier questions revealed changes in their ideas overtime. Both quantitative and qualitative analyses suggest that the teaching activities promoted students' conceptual understanding. No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching activities based on 5E model enabled students to retain their new conceptual understanding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Evolution; Biology; Climate; Science Instruction; Science Teachers; Theories; Preservice Teacher Education; Preservice Teachers; Controversial Issues (Course Content); Religion; Religious Factors; Secondary Education; Pedagogical Content Knowledge; Scientific Concepts

Abstract:
Although the level of controversy varies from one community to the next, biology teachers across the United States struggle to teach evolution. Some face pressure to teach both religious and scientific theories of human origins; others did not have adequate coursework on evolution during teacher preparation. As a result, many biology teachers are minimizing controversy, but also--often unintentionally--minimizing students' comprehension of the scientific evidence and consensus on evolution. The authors concur with the National Center for Science Education that "the most effective way for scientists to help to improve the understanding of evolution" is at the pre-service level. Simply requiring a pre-service course in evolution is likely to provide cautious but well-intentioned teachers with the tools to address and minimize pressure from their communities with a greater degree of confidence. They hope that educators will be supported by their administrators and community members so they can teach evolution, climate change, the antiquity of the universe, and any other socially controversial subject with the same commitment to scientific accuracy as when they teach other topics in science. (Contains 36 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement

Abstract:
"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Constructivism (Learning); Persuasive Discourse; Databases; Religion; Sciences; Scientific Concepts; Epistemology; Learning Processes; Religious Factors; Role of Religion; World Views; Scientific Enterprise; Science Education; Science Instruction; Evolution; Controversial Issues (Course Content); Educational Environment; Discourse Analysis

Abstract:
This commentary dialogues with three articles that analyze the same database about science and religion discourse produced 17 years ago. Dialogues in these three articles and this commentary across space and time allow us to develop new and different understandings of the same database and situation. As part of this commentary, I discuss topics approached in the three articles including the collective nature of discourses, emotion, and constructivist view on learning. I draw on three essential concepts of "the dialogical nature of utterance", "the emotional-volitional tone" and "internally persuasive discourse" informed by Bakhtin's dialogism. In particular, I conclude that Bakhtin's dialogism not only invites us to understand science learning discourse in a more holistic way but also encourages us to open up dialogues between science and religion that often are considered to be two hostile opponents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social History; Conflict; Educational Change; Science Curriculum; Religion; Sciences; Beliefs; Scientific Concepts; Educational Philosophy; Epistemology; Teaching Methods; Religious Factors; Role of Religion; World Views; Scientific Enterprise; Science Education; Science Instruction; Science and Society; Educational Policy; Scientific Principles; Evolution; Controversial Issues (Course Content); Educational Environment; Creationism; Christianity

Abstract:
In this paper I respond to Long's paper in which he uses an ethnographic snapshot of a rally of scientists against the perceived "dumbing down" effect of the new Answers in Genesis Museum in Kentucky to raise educational concerns about the effects of creationist influence on the science curriculum in American schools. In my response I contextualise the conflict between creationists and evolutionists in the history of the Christian Churches and in my own personal history. Furthermore I illustrate how historically there been multiple versions and interpretations of the creation story in the past resulting in much conflict and angst. Finally I suggest an integral perspective that allows us to envisage a curriculum that presents multiple perspectives to students as a possible alternative to epistemological narrow-mindedness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evolution; Scientific Principles; Religion; Creationism; Teaching Methods; Sciences; Beliefs; Scientific Concepts; Epistemology; Religious Factors; Role of Religion; World Views; Scientific Enterprise; Science Education; Science Instruction; Science and Society; Educational Policy; Controversial Issues (Course Content); Educational Environment

Abstract:
Discussing themes from my paper "Scientists at play in a field of the Lord," three forum participants identify and discuss continuing social and epistemological issues which continue to challenge effective evolution education. I extend these themes and further amplify the vexing nature of an effective dialectic regarding evolution, especially for Creationists. By doing so, I offer that a full dialectic regarding evolution in classrooms requires quite a bit more explicit historicizing of both the nature of science and religion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Epistemology; Teaching Methods; Religion; Sciences; Beliefs; Scientific Concepts; Religious Factors; World Views; Scientific Enterprise; Science Education; Science Instruction; Science and Society; Educational Policy; Scientific Principles; Evolution; Controversial Issues (Course Content); Educational Environment; Creationism

Abstract:
In his article "Scientists at Play in a Field of the Lord", David Long (2010) rightly challenges our presumptions of what science is and brings forth some of the disjunctures between science and deeply held American religious beliefs. Reading his narrative of the conflicts that he experienced on the opening day of the Creation Museum, I cannot help but reconsider what the epistemology of science is and science learning ought to be. Rather than science being taught as a prescribed, deterministic system of beliefs and procedures as it is often done, I suggest instead that it would be more appropriate to teach science as a way of thinking and making sense of dialectical processes in nature. Not as set of ultimate "truths", but as understandings of processes themselves in the process of simultaneously becoming and being transformed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evolution; Religious Education; Science Teachers; Religious Factors; Student Attitudes; Science Education; Science Instruction; Scientists; Science History; Science and Society; Scientific Concepts; Teaching Methods; Controversial Issues (Course Content)

Abstract:
This article examines what science education might be able to learn from phenomenological religious education's attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of "learning from religion" as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin's responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin's evolutionary approach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Constructivism (Learning); Urban Schools; Interviews; Biochemistry; Grade 9; Educational Environment; Science Education; Teaching Methods; Student Attitudes; Interpersonal Communication; Scaling; Factor Analysis; Science Instruction; Mixed Methods Research; Student Surveys; Qualitative Research

Abstract:
This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students' experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Science Education; Science Instruction; Elementary Secondary Education; Teacher Educators; Methods Courses; Preservice Teachers; Textbooks; Microteaching; Minority Group Students; Student Attitudes; Freehand Drawing; Personal Narratives; Interviews; Observation

Abstract:
This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers' instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers' conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students' ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students' ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers' conceptions of teaching science reveal the multiple ways through which they see and envision science instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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