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Descriptors:
Team Teaching; Science Teachers; Secondary School Science; Physics; Teacher Leadership; Power Structure; Interprofessional Relationship; Interaction; Semiotics; Faculty Development; Curriculum Development; Group Dynamics

Abstract:
This article interrogates the "soft power" of teacher teamwork by probing the ways in which authority conditions the appropriation of institutional motives through collective meaning making. The study analyzes the interaction of a teacher-leader and a science teacher team across two settings of professional development organized to promote curricular reform in their U.S. secondary school. The premise of the analysis draws on frameworks from cultural-historical theories, sociological perspectives, and social semiotics to view authority as the outcome of relations of power and control. The analysis reveals how the negotiation of legitimacy in interaction functions to open up or close down possibilities for acquiring motives appropriate to subject matter, teaching, and student learning in teachers' professional practice. The article makes a novel contribution to post-Vygotskian theoretical development in its presentation of authority as an attribute of the dialectical relationship of person and society in the production of institutionalized objects. (Contains 2 tables, 4 excerpts, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Instruction; High Schools; Secondary School Science; Urban Schools; Cultural Centers; Science Curriculum; Student Attitudes; Environmental Education; Biology; Interviews; Scientific Concepts; Affective Behavior; Natural Resources; Geographic Location; Cultural Awareness

Abstract:
This study investigates how students' participation in a place-based science curriculum may influence their place attachment (dependence and identity). Participants attend an urban high school in Hawai'i and are members of different cultural institutions within the school. Students are either enrolled in an environmental science class within the Hawaiian Academy or in a general biology, non-academy affiliated science class. Interview transcripts, field notes, and student documents suggest place-based science had different impacts on student place attachment depending on cultural affiliation within the school. Namely, students in the Hawaiian Academy show greater depth of understanding of science concepts and content, while non-Hawaiian Academy students show interest in the affective aspects of the class. Members from both groups show an increase in the incorporation of the natural environment as an aspect of their place attachments. Results suggest a need for learning opportunities that promote cultures, identities, and literacies not typically recognized in school for all students. 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:
Intellectual Disciplines; Individual Characteristics; Multivariate Analysis; Science Teachers; Scientific Principles; Statistical Analysis; Beliefs; Science Instruction; Science Education; Scores; Teacher Education; Teacher Education Programs; Foreign Countries; Secondary School Science; Questionnaires; Likert Scales; Factor Analysis; Predictor Variables; Preservice Teachers; Scientific Attitudes

Abstract:
This quantitative study (n = 247) explores whether preservice science teachers express science-specific identities that reflect multiple areas of their beliefs (e.g., purpose for science teaching, inclusion of science-technology-society-environment issues into science teaching, and nature of science) as well as other individual characteristics (e.g., focus of university training, perception of self within professional communities, and interest in becoming a teacher). Hierarchical cluster analysis showed a three-cluster solution representing three subject-specific identities: Model Citizen, Model Science Teacher, and Model Non-Science Teacher. Additional analysis (multinomial logistic regression) revealed cluster membership associated with preservice science teachers' most comfortable teaching subject. (Contains 4 tables, 2 figures, and 1 note.) 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:
Chemistry; Entrepreneurship; STEM Education; Secondary School Curriculum; Secondary School Science; Curriculum Enrichment; Relevance (Education); Curriculum Development; Integrated Curriculum; Performance Factors; Barriers; Change Strategies; Educational Change; School Restructuring; Science Process Skills; Best Practices

Abstract:
This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their personal businesses. Entrepreneurship education was explained and the advantages outlined. The paper gave an insight into what the chemistry education will look like when entrepreneurship education is included using secondary school chemistry. This situation applies to biology education and in the application of technology to teaching and learning. 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; Postsecondary Education; Student Teachers; Chemistry; Secondary School Science; Teaching Methods; Teaching Skills; Student Teaching; Teacher Evaluation; Teacher Behavior; Factor Analysis; Interrater Reliability; Construct Validity

Abstract:
The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University of Nigeria, Nsukka, involved in teaching practice in November 2011 formed the population for the study. No sampling technique was used as all the population formed the sample for the study. The instrument known as TPEF (teaching practice evaluation form) was developed. It was used to collect data for answering the research questions. The instrument was face validated and subjected to factor analysis using rotated component matrix to establish the construct validity. FL (factor loading) range of 0.35 and above (Meredith, 1969) was used for the extraction of the valid items. Internal consistency reliability coefficient of the instrument was established using Kendall's coefficient of concordance. The result of the analysis shows that TPEF was valid and reliable. It also shows that there was agreement among the raters. Based on these findings, the educational implications were discussed and recommendations made including that teachers in tertiary institutions should use this instrument in assessing chemistry student-teachers during their teaching practice due to its validity and reliability in assessing teaching practice skills in chemistry. A Teaching Practice Evaluation Form for Chemistry Students is appended. (Contains 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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Descriptors:
Foreign Countries; Questionnaires; Science Teachers; Science Departments; Secondary School Science; Work Environment; Test Construction; Departments; Secondary School Teachers; Beginning Teachers; Teacher Persistence; Teacher Attitudes; Interviews; Qualitative Research

Abstract:
There has been little research into the work environments of teachers at the subject department level. Understanding and investigating the work environment at this level could provide insight into the type of work environment that might lead teachers to remain in the teaching profession. This article reports the development, validation and use of a work environment instrument at the subject department level. The department-level environment questionnaire (DLEQ) was developed using the school-level environment questionnaire as the parent instrument. Both Actual and Preferred Forms of the DLEQ were used. Early-career secondary school science teachers' perceptions of the actual and preferred science department environment in New Zealand were sought. In addition, interviews with 17 % of the participants were conducted in order to find out why the teachers answered the questionnaire in the way that they did. The findings highlight the needs of this particular group of teachers. Future research opportunities for further instrument development and use of the instrument are suggested. 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:
Oceanography; Science Instruction; Science Laboratories; Science Experiments; Physics; Scientific Principles; Literacy; Hypothesis Testing; Secondary School Science

Abstract:
Pressure increases rapidly with depth in a water body. Ocean and Great Lakes scientists often use this physical feature of water as the basis of a fun pastime performed aboard research vessels around the world: the shrinking of polystyrene cups. Depending on the depth to which the cups are deployed, the results can be quite striking! Capitalizing on this fascinating display of ocean physics, the authors describe an activity designed to familiarize students with the effects of increased water depth on pressure and volume. This activity incorporates ocean and aquatic sciences into classroom curricula, an important goal of the Ocean Literacy Campaign and associated Great Lakes Literacy Campaign. Students will develop hypotheses to investigate the effects of depth and thus pressure on the volume of polystyrene cups. To test their hypotheses, they will determine the volume of polystyrene cups before and after they are submerged to differing depths in the ocean and the Laurentian Great Lakes. Students will also calculate the density of the cups and learn about the depths of the world's ocean and the Great Lakes. This lab also encourages students to contact scientists and engage with professionals in the field of oceanography and limnology. (Contains 2 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:
Science Teachers; Secondary School Teachers; Curriculum Design; Expertise; Scientific Literacy; Biological Sciences; Secondary School Science; Science Instruction; Professional Development; Trust (Psychology); Educational Cooperation; Teacher Empowerment; Self Determination; Case Studies; Foreign Countries

Abstract:
This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall discussion to probe and uncover the teacher's understanding of the importance of the curriculum design principles related to his lesson. These data are supplemented with lessons plans studied over several months. Views expressed indicate that the professional development of the teacher was grounded in trust and trust-building that took time. The views also, suggest, amongst other issues, how empowerment evaluation can be used in enabling development in curriculum design. 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:
Learner Engagement; After School Programs; Foreign Countries; Clubs; Junior High Schools; Secondary School Science; Case Studies; Competition; Student Motivation; Hands on Science; Parent Attitudes; Cooperative Learning; Peer Relationship; Creativity

Abstract:
A case study was undertaken in a junior high school that had won the highest award of the National PowerTech Contest in Taiwan. In the contest, students were required to create their own wooden robot (mechatronics project) in the morning and compete in the afternoon, in order to better avoid the intervention of parents and teachers in the process. The aim of the study was to realize how the after-school club operated to promote the motivation and skills in hands-on creation to win a national competition while advancing learning in science and technology. As a transition model of development, activity theory was used to examine how these developmental processes were structured. In particular, results showed that four major domain strategies were used in the science and technology club (STC): (1) to promote student engagement, (2) to transfer parents' attitudes, (3) to promote peer collaboration, and (4) to enhance expansive learning and creativity. (Contains 1 figure and 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:
Secondary School Teachers; Science Teachers; Teacher Attitudes; Biology; Secondary School Science; Relevance (Education); Student Interests; Influences; Foreign Countries

Abstract:
There is increasing evidence of a gap between curricular requirements and what students actually want to know. One of the factors influencing what is taught in the classroom is teachers' attitudes towards integrating their students' interests. This study investigated what prompts high-school teachers who prepare students for national matriculation examination to adjust the curriculum to match their students' interests. In the first stage of the study, 350 students' biology questions that are not covered by the Israeli biology curriculum were presented to 15 experienced biology teachers. These teachers provided 19 reasons why they would or would not address these questions in their teaching. In stage 2, these 19 reasons were presented to another 175 high-school teachers from different disciplines. These teachers were asked to rank the importance of each reason in deciding whether to include or exclude topics raised by the student which are not required by the curriculum. Based on these answers, the 19 reasons were classified into four groups: civic literacy, curricular compatibility, topic suitability, and curricular limitations. The findings show that demographic factors such as gender, experience, and sector, as well as the subject taught by the teacher, all influence decisions. Thus, many teachers are aware of the interest gap, but the solutions and the attention given to this problem vary. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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