Gerald H. Krockover

Beginning science teacher cognition and its origins in the preservice secondary science teacher program

The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross-case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student-centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individuals most significant learning experiences and the constraints of the school situation.

Concerns and perceptions of beginning secondary science and mathematics teachers

This study is an exploratory research project to: (1) identify the concerns that beginning science and mathematics teachers have about being a new teacher; and (2) identify the perceptions that these teachers have about the effectiveness of their preservice program in relation to their concerns. Program, in this context, is defined as pedagogy coursework, content coursework, and undergraduate experiences relevant to teaching. The participants for this study consisted of 11 beginning (less than 2 years experience) secondary and middle school science (n = 8) and mathematics (n = 4; dual assignment) teachers who were involved in the Salish Project at Purdue University during the 1993–1994 school year. The national Salish Project, in which Purdue University is a participant, is a research project designed to study secondary science and mathematics preservice programs across the nation. The primary data sources for the study were telephone interviews using an interview guide. The interview guide consisted of four questions that asked about the school community, what was learned by the participants during their first year of teaching, advice that the participants would like to give to new teachers, and how well the preservice program prepared them for their first year of teaching. The interview transcripts were analyzed using a cross-case inductive analysis based from a phenomenological perspective. The new teacher concerns that emerged were: class assignments, curriculum development, time management, classroom management, and presentation of the content. Curriculum development, class assignments, and presentation of content have significant implications for the secondary science and mathematics preservice program. The perceptions that emerged about the preservice program were: content course work is too specific; some of the pedagogical coursework has limited usefulness; there is a need for more field experiences; and being an undergraduate teaching assistant eases the transition in becoming a teacher. All four of these perceptions have implications for the improvement of a secondary science preservice program.

An In-Service Teacher Education Program's Effect on Teacher Efficacy and Attitudes.

Abstract Changes in teacher efficacy and attitudes toward teaching were examined throughout a teacher education program as teachers worked to integrate new skills into their science curriculum. Correlation coefficients were calculated for the changes. Positive correlation was observed between changes in attitude and self-efficacy. Negative correlation was observed between changes in self-efficacy at the beginning of the school year and changes in self-efficacy at the end of the program.

Integration of Field Observations with Laboratory Modeling for Understanding Hydrologic Processes in an Undergraduate Earth-Science Course

Understanding how water is transported and stored in the subsurface is a difficult concept for introductory earth-science students. We have developed a hydrology minicourse that integrates field and laboratory experiences to help undergraduate students gain a better understanding of ground-water flow in aquifers. The centerpiece of the minicourse is an investigative field trip that permits analysis of a local aquifer that provides drinking water for the university community. Students collect qualitative and quantitative field data on grain size, thickness, and geometry of different stratigraphic horizons within the aquifer and then construct a small-scale laboratory model of the aquifer using boundary conditions determined from the field investigation. The aquifer model allows students to test hypotheses of ground-water flow by conducting a series of modeling experiments. The experiments test questions such as: “What is the influence of porosity and permeability on ground-water flow?” and “What is the effect of regional dip on ground-water flow?” Analysis of pre- and post-minicourse examinations demonstrates that students are able to better communicate fundamental hydrologic concepts after completing the minicourse.

Stimulating constructivist teaching styles through use of an observation rubric

One of the difficult transitions for new secondary science teachers is that from novice teacher to master teacher. Often this process involves the novice in adopting survival strategies for teaching rather than those advocated by the National science education standards or the Project 2061 benchmarks. This study reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. Based on the interpretation of this case study, it appears to have the potential to significantly affect the development of secondary science teachers by providing a readily accessible model of instruction that aligns with student-centered models of instruction advocated by the Standards and Project 2061.

The Effect of Microcomputer Assisted Instruction Upon the Computer Literacy of High Ability Students

The advancing use of computers in society and the low cost of microelectronics has propelled the demand for microcomputers and computer literacy in the schools. The National Science Foundation (NSF) has calculated that elementary and secondary schools in the United States have more than 200,000 microcomputers at the present time. The NSF has also predicted that there will be more than one million microcomputers in classrooms by 1985. Increases in computer technology and in the utilization of computers in business and industry have begun to make educational leaders aware of the urgent need for computer literacy among our students (Gleason, 1981). The National Council of Teachers of Mathematics (NCTM, 1978) has included computer literacy as one of the ten basic skills which should be required in all mathematics programs. One of the most popular offerings for gifted students that

Children's Understandings of Science: Goldilocks and the Three Bears Revisited

The purposes of this study were to determine whether first grade students adopted misconceptions about scientific concepts of hot, cold and temperature as presented in the story, Goldilocks and the Three Bears (Marshall, 1988); and to determine whether students who had adopted such misconceptions were able to make conceptual changes when presented with activities aimed at challenging the misconceptions. Qualitative methods used in this study included partial participant observation and interviewing. Conceptual change lessons and interviews with key informants were videotaped and audiotape recorded, transcribed, and analyzed using the process of analytic induction. The analysis showed that first grade students did adopt misconceptions embedded in the story, and that most of the students were able to make conceptual changes after experiencing multiple lessons that challenged their misconceptions.

The Effect of Microcomputer-Assisted Instruction on the Computer Literacy of Fifth Grade Students.

AbstractThis study investigated the effect of microcomputer-assisted instruction on the acquisition of computer literacy by fifth grade students. One group of fifth grade students received mathematics drill and practice instruction using a microcomputer; the other group used an equivalent noncomputer mathematics drill and practice program. Based on the results of this study, it was inferred that the use of microcomputer-assisted instruction significantly improved the computer literacy of the fifth grade students.

How Well Do Multiage Intermediate Classrooms Foster Successful Learning for Children

Research and public pressure are changing the way children are taught. Many educators are now teaching to the learning styles of individual students and developing new means of assessing that learning. To make schools accessible to all students and maximize student learning, support for the multiage classroom has in creased . Under this grouping pattern, schools place students of different ages and / or identified grade levels together to meet instructional or administrative goals. Goodlad and Anderson (1963) introduced the modern notion of mixed-age grouping. The focus of multiage grouping of students is a recognition and honoring of individual differences. In these child-centered classrooms, students learn at their own pace, in their own ways. Multiage programs are usually found in elementary schools, and most of the published literature regarding this practice focuses on K-3 classrooms. Students move from group to group, classroom to classroom, based on individual needs and interests. School becomes a fluid environment in which coursework may change weekly, even daily, depending on a students progress (Calkins 1992; Grant, Johnson, and Richardson 1995) . Limited empirical research examines the benefits of the multiage classroom over the traditional classroom setting. Multiage

Science Education for Diversity and Informal Learning

Research regarding learning science in informal settings has expanded dramatically in the past 20 years. Studies have reported informal science learning in a variety of environments such as museums, science centers, zoos, and aquarium settings. The research literature is rich with detailed descriptions of learning as it occurs in informal contexts. Many conceptual frameworks are reported through which to view science learning along with conceptual frameworks to determine questions that can be explored. Research has reported results for individual, small group, large group, comprehensive, and generalized informal settings. This chapter reviews the research literature base for learning science in informal settings, provides examples of interesting research studies, and concludes with the impact of science education informal learning related to cultural and diversity issues.