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Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning.

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Title: Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning.
Authors: French, Debbie A.1 Frenchd14@yahoo.com, Burrows, Andrea C.2
Source: Journal of Science Education & Technology. Dec2018, Vol. 27 Issue 6, p536-549. 14p. 1 Diagram, 9 Charts.
Subject Terms: *STEM education, *Inquiry-based learning, *Engineering education, *Educational planning, *Next Generation Science Standards (Education), *Student teachers
Abstract: There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Dec2018, Vol. 27 Issue 6, p536-549. 14p. 1 Diagram, 9 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Next+Generation+Science+Standards+%28Education%29%22">Next Generation Science Standards (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink>
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  Data: There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2018
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