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Descriptors:
Biology; Models; Science Education; Educational Strategies; Learning Strategies; Epistemology; Role Perception; Educational Philosophy; Scientific Concepts; Scientific Principles; Scientific Research; Scientific Literacy; Educational Practices; Modeling (Psychology); Definitions

Abstract:
Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature, modeling has been discussed in a variety of ways, but often without explicit reference to the diversity of roles models play in scientific practice. We aim to expand and bring clarity to the myriad uses of models in science by presenting a framework from philosopher of biology Jay Odenbaugh that describes five pragmatic strategies of model use in the biological sciences. We then present illustrative examples of each of these roles from an empirical study of an undergraduate biological modeling curriculum, which highlight how students used models to help them frame their research question, explore ideas, and refine their conceptual understanding in an educational setting. Our aim is to begin to explicate the definition of modeling in science in a way that will allow educators and curriculum developers to make informed choices about how and for what purpose modeling enters science classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reading Difficulties; Student Behavior; Elementary School Students; Grade 4; Middle School Students; Grade 7; Action Research; Teacher Researchers; Educational Strategies; Interest Inventories; Student Empowerment; Reading Material Selection; Relevance (Education); Content Area Reading; Student Interests; Social Experience; Books; Clubs; Reading Achievement; Parent Influence; Questionnaires; Check Lists; Learner Engagement; Reading Materials; Reader Text Relationship; Instructional Effectiveness; Modeling (Psychology); Role Models

Abstract:
The purpose of this action research project report was to increase engagement during independent reading for 32 fourth-grade students and 26 seventh-grade science students. At Site A, data was collected from August 27, 2012 through December 14, 2012. At Site B, data was collected from September 24, 2012 through December 14, 2012. Students' struggles with engagement during independent reading were apparent through observation of off-task reading behaviors. These behaviors included but were not limited to staring at books, flipping through pages, and browsing bookshelves. To document evidence of the problem, Teacher Researchers A and B used a Student Questionnaire, Reading Disengagement Checklist, Parent Questionnaire, and Teacher Questionnaire. To document evidence of the problem Teacher Researcher C used a Journaling Framework. Teacher Researchers A and B found the most prevalent off-task behavior revealed during pre-documentation was staring at books and flipping through pages (n = 17, 33%). Also results from the Student Questionnaire showed that students were only sometimes able to choose reading material at their level (n = 16, 52%), which could have affected students' abilities to engage during independent reading. Due to a change in school, subject, and grade level, Teacher Researcher C altered her project and used a Journaling Framework to reflect on feelings, thoughts, and student behaviors during pre-documentation. Teacher Researchers A and B implemented teacher conferencing, teacher modeling, and student choice. Teacher conferencing was conducted once a week during the daily reading block, which included individual conferencing with students, and students engaging in book talks with their peers. Teacher modeling included independently reading alongside students as a means of modeling reading behavior. Student choice involved opportunities to choose their independent reading material. Teacher Researcher C implemented teacher modeling and vocabulary development strategies. Teacher modeling encompassed demonstrating for students how to use non-fiction text features and think-aloud strategies. Vocabulary development strategies incorporated semantic mapping and Venn-diagrams. At the conclusion of the study, 59% (n=19) of students reported that they loved to read independently. The data also revealed that staring at books and flipping through pages had the largest decrease in off-task behaviors students exhibited from pre- to post- documentation. In conclusion, Teacher Researchers A and B found that teacher conferencing, modeling reading behaviors, and student choice in reading materials played an integral role in students' reading engagement. Due to changes of academic placement, Teacher Researcher C discovered more about classroom management than the original project intention of independent reading and engagement. The following are appended: (1) Student Questionnaire; (2) Reading Disengagement Checklist; (3) Parent Questionnaire; (4) Teacher Questionnaire; (5) Journaling Framework; (6) Non-Fiction Text Feature Scavenger Hunt; (7) Semantic Mapping; (8) Lost Headings; (9) Photosynthesis and Cellular Respiration Venn-diagram; (10) Jumbled Summary; and (11) Think-aloud Strategy Chart. (Contains 8 tables and 27 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Reflection; Educational Strategies; Classroom Environment; Classroom Techniques; Discussion (Teaching Technique); Modeling (Psychology); Student Participation; Learner Engagement; Transformative Learning; Educational Practices; Student Reaction

Abstract:
The author's first teaching position was as a 4th and 5th grade teacher at a school in Philadelphia. There, she learned the Quaker value of adding silence and periods of reflection to her teaching to provide a wider range of students with the opportunity to participate in classroom discussions. Later, a focus on silence as a teaching strategy led her to explore how students themselves use silence as a form of communication. The author also investigated the ways students might participate in classroom conversations through both talk and silence. How does a teacher respond when students are silent in the classroom? This article offers strategies that teachers can add to their teaching repertoire by understanding what silence means and how to use it. 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:
Scientific Principles; Inservice Teacher Education; Science Teachers; Pedagogical Content Knowledge; Comprehension; Educational Objectives; Direct Instruction; Reflection; Modeling (Psychology); Science Instruction

Abstract:
The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers' understanding and learning of NOS, and their orientations towards teaching it. A qualitative research approach was employed as a research methodology, drawing upon pre- and post-instruction NOS questionnaires, field notes, and in-service teachers' weekly journal entries and assignments. Open-ended NOS questionnaires, used to assess participants' understandings of NOS, were analysed and categorized as either informed, partially informed and naive. Other qualitative data were analysed through an inductive process to identify ways in-service teachers engaged and learned in the NOSC. The results indicate that at the beginning of the course, a majority of the in-service science teachers held naive understandings of NOS, particularly with respect to the definition of science, scientific inquiry, and differences between laws and theories. They viewed implicit project-based science and science process skills as goals of NOS instruction. By engaging in the course, the in-service science teachers developed an understanding of NOS and orientations to teaching NOS based on various elements, especially reflective and explicit instruction, role modelling, and content- and non-content embedded instruction. The aim of this study is to help science teacher educators, consider how to support and develop science teachers' understandings of NOS while being mindful of PCK for NOS, and develop methods for teaching NOS frameworks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teacher Education; Preservice Teachers; Teaching Methods; Beliefs; Surveys; Ethical Instruction; Research Needs; Modeling (Psychology)

Abstract:
This study reports belief survey data from 92 preservice teachers responding to questions about the moral work of teaching. Those data reveal that participants commonly express the belief that modeling is a primary means by which moral education occurs. The survey responses are analyzed to show a number of themes regarding the nature of preservice teachers' beliefs about how modeling works. Recommendations for teacher education practice to prepare preservice teachers for the moral work of teaching, by addressing their beliefs about such work, are discussed, along with ongoing research needs to support effective and responsible teacher education practices. (Contains 1 table.) 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:
Autism; Video Technology; Play; Young Children; Toys; Modeling (Psychology); Intervention; Language Skills

Abstract:
Four children with autism were taught play skills through the use of video modeling. Video instruction was used to model play and appropriate language through a developmental sequence of play levels integrated with language techniques. Results showed that children with autism could successfully use video modeling to learn how to play appropriately with toys in both structured and generalized situations, although the speed with which the progression was made was not uniform. In addition, some children showed an increase in the frequency and complexity of their language used when playing. (Contains 5 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Caring; Ethics; Urban Schools; Culturally Relevant Education; Preservice Teachers; Urban Education; Academic Achievement; Modeling (Psychology); Theory Practice Relationship

Abstract:
Research shows culturally responsive teaching affects urban students positively. Current literature is an excellent resource for urban teacher preparation and provides definitions, models, and examples to help preservice teachers recognize the "how" and "what" of culturally responsive teaching. Missing, however, is an accessible, in-depth discussion of the "why" or theoretical components of culturally responsive teaching--a crucial part of developing culturally responsive teaching practices appropriately. This article addresses the gap by using Noddings's care theory to frame culturally responsive teaching as question of ethics, inquiry, and caring and explores critically the theory-practice links that make this approach so effective. 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:
Early Childhood Education; Childrens Writing; Best Practices; Scaffolding (Teaching Technique); Modeling (Psychology); Emergent Literacy; Writing Instruction; Play

Abstract:
Writing is a critical emergent literacy skill that lays the foundation for children's later literacy skills and reading achievement. Recent work indicates that many early childhood programs offer children materials and tools for engaging in writing activities but teachers rarely are seen modeling writing for children or scaffolding children's writing attempts. Early childhood educational settings hoping to support children's literacy development should provide multiple opportunities for children to observe teachers model writing, provide teacher support and scaffolding for children's writing attempts and engage children in meaningful writing in their play. This paper provides twelve research-based guidelines for supporting children's writing development in early childhood classrooms. 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:
Medical Education; Logical Thinking; Clinical Diagnosis; Visual Perception; Observation; Eye Movements; Modeling (Psychology); Teaching Methods; Video Technology; Case Method (Teaching Technique)

Abstract:
Complex perceptual tasks, like clinical reasoning based on visual observations of patients, require not only conceptual knowledge about diagnostic classes but also the skills to visually search for symptoms and interpret these observations. However, medical education so far has focused very little on how visual observation skills can be efficiently conveyed to novices. The current study applied a novel instructional method to teach these skills by showing the learners how an expert model visually searches and interprets symptoms (i.e., eye-movement modelling examples; EMMEs). Case videos of patients were verbally explained by a model (control condition) and presented to students. In the experimental conditions, the participants received a recording of the model's eye movements superimposed on the case videos. The eye movements were displayed by either highlighting the features the model focused on with a circle (the circle condition) or by blurring the features the model did not focus on (the spotlight condition). Compared to the other two conditions, results show that a spotlight on the case videos better guides the students' attention towards the relevant features. Moreover, when testing the students' clinical reasoning skills with videos of new patient cases without any guidance, participants studying EMMEs with a spotlight showed improved their visual search and enhanced interpretation performance of the symptoms in contrast to participants in either the circle or the control condition. These findings show that a spotlight EMME can successfully convey clinical reasoning based on visual observations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Rural Schools; Educational Innovation; Cooperative Learning; Educational Development; Educational Strategies; Educational Change; Learning Processes; Elementary School Teachers; Educational Policy; Teaching Methods; Inservice Teacher Education; Qualitative Research; Modeling (Psychology)

Abstract:
Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just "deliverers" of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the "Quality Education Program." Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a "collaborative apprenticeship model" of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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