View in EDS

Identifying a Core Set of Science Teaching Practices: A Delphi Expert Panel Approach

Saved in:
Bibliographic Details
Title: Identifying a Core Set of Science Teaching Practices: A Delphi Expert Panel Approach
Language: English
Authors: Kloser, Matthew
Source: Journal of Research in Science Teaching. Nov 2014 51(9):1185-1217.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 33
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Science Instruction, Teaching Methods, Delphi Technique, Science Teachers, College Faculty, Expertise, Elementary Secondary Education
DOI: 10.1002/tea.21171
ISSN: 0022-4308
Abstract: The "Framework for K-12 Science Education" details ambitious goals for students' learning of science content and practices. However, this document provides science teachers little guidance about instructional practices that are central to helping students achieve these goals. Research indicates that a teacher's instructional practice can impact student interest and achievement more than advanced degrees or teaching experience and thus, identifying a core set of science teaching practices may be one key to improving science education. Based on a practice-based theory of teaching, this study used a panel of expert science teachers and university faculty to identify a set of core science teaching practices. The Delphi methodology used in this study engaged the expert panel in three anonymous and iterative rounds of voting and justification of science teaching practices. Nine of the fifty-one suggested practices met the pre-determined consensus criteria. Three major themes emerged from the results. First, a majority of practices, like "Engaging Students in Investigations" and "Facilitating Classroom Discourse," promote an interactive and dialogic science classroom. Second, the discussion among panel members across the three rounds indicates the need to develop a more common language and understanding of science teaching practice. Third, the panel highlighted the important role that on-going assessment plays in science teaching with practices like "Eliciting, Using, and Assessing Student Thinking about Science" and "Providing Feedback." This study lays the groundwork for the further decomposition of these core teaching practices and provides the foundation for further empirical research on how these practices are learned and executed by teachers, and their impact on student learning.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1042343
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1042343
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Identifying a Core Set of Science Teaching Practices: A Delphi Expert Panel Approach
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kloser%2C+Matthew%22">Kloser, Matthew</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Nov 2014 51(9):1185-1217.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 33
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Delphi+Technique%22">Delphi Technique</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tea.21171
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4308
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The "Framework for K-12 Science Education" details ambitious goals for students' learning of science content and practices. However, this document provides science teachers little guidance about instructional practices that are central to helping students achieve these goals. Research indicates that a teacher's instructional practice can impact student interest and achievement more than advanced degrees or teaching experience and thus, identifying a core set of science teaching practices may be one key to improving science education. Based on a practice-based theory of teaching, this study used a panel of expert science teachers and university faculty to identify a set of core science teaching practices. The Delphi methodology used in this study engaged the expert panel in three anonymous and iterative rounds of voting and justification of science teaching practices. Nine of the fifty-one suggested practices met the pre-determined consensus criteria. Three major themes emerged from the results. First, a majority of practices, like "Engaging Students in Investigations" and "Facilitating Classroom Discourse," promote an interactive and dialogic science classroom. Second, the discussion among panel members across the three rounds indicates the need to develop a more common language and understanding of science teaching practice. Third, the panel highlighted the important role that on-going assessment plays in science teaching with practices like "Eliciting, Using, and Assessing Student Thinking about Science" and "Providing Feedback." This study lays the groundwork for the further decomposition of these core teaching practices and provides the foundation for further empirical research on how these practices are learned and executed by teachers, and their impact on student learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1042343
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1042343
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tea.21171
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 1185
    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Delphi Technique
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
    Titles:
      – TitleFull: Identifying a Core Set of Science Teaching Practices: A Delphi Expert Panel Approach
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kloser, Matthew
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-print
              Value: 0022-4308
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Journal of Research in Science Teaching
              Type: main
ResultId 1