Gillian H. Roehrig

Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons

‘Science as inquiry’ is a key content standard in the National Science Education Standards to be enacted by US science teachers. This paper is the result of a study that was conducted in order to understand factors that impacted the inquiry-based instruction of 14 beginning secondary science teachers. These teachers were part of a collaborative university/school district induction program designed to facilitate inquiry-based instruction. For a period of 1 year, the teachers were followed in an attempt to understand their teaching beliefs, instructional practices, knowledge of the nature of science and scientific inquiry, and their experiences with inquiry instruction in the classroom. Case and cross-case comparisons revealed five main constraints that impacted their enactment of inquiry-based instruction: an understanding of the nature of science and scientific inquiry, content knowledge, pedagogical content knowledge, teaching beliefs, and concerns about management and students. This study reinforces the need for standards-based induction programs that offer various forms of support to assist beginning science teachers.‘Science as inquiry’ is a key content standard in the National Science Education Standards to be enacted by US science teachers. This paper is the result of a study that was conducted in order to understand factors that impacted the inquiry-based instruction of 14 beginning secondary science teachers. These teachers were part of a collaborative university/school district induction program designed to facilitate inquiry-based instruction. For a period of 1 year, the teachers were followed in an attempt to understand their teaching beliefs, instructional practices, knowledge of the nature of science and scientific inquiry, and their experiences with inquiry instruction in the classroom. Case and cross-case comparisons revealed five main constraints that impacted their enactment of inquiry-based instruction: an understanding of the nature of science and scientific inquiry, content knowledge, pedagogical content knowledge, teaching beliefs, and concerns about management and students. This study reinforces the...

STEM Integration: Teacher Perceptions and Practice.

To gain a better understanding of teachers’ beliefs about, perceptions of, and classroom practices using STEM integration, a multi-case case study was conducted with three middle school teachers. These teachers were purposefully selected from a pool of teachers involved in a year-long professional development module on STEM integration to represent science, mathematics and engineering teachers. This study addresses the following research questions: (1) What are teachers’ beliefs about and perceptions of STEM integration after a yearlong teacher professional development training? and (2) What is the connection between beliefs about and perceptions of STEM integration and teachers’ classroom practices? Data collection consisted of document analysis, classroom observations, and interviews. Data were analyzed using the constant comparative method. Findings from the case studies suggest that (1) the problem solving process is a key component to integrate STEM disciplines, (2) teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices, (3) technology is the hardest discipline to integrate in these cases, and (4) teachers are aware of the need to add more content knowledge in their STEM integration.

Considerations for Teaching Integrated STEM Education

Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively teach integrated STEM education. A support, teaching, efficacy, and materials (s.t.e.m.) model of considerations for teaching integrated STEM education was developed through a year-long partnership with a middle school. The middle school was implementing Project Lead the Way’s Gateway to Technology curriculum. The s.t.e.m. model is a good starting point for teachers as they implement and improve integrated STEM education.

Infusing Neuroscience Into Teacher Professional Development

Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.

Running the Treadmill: Explorations of Beginning High School Science Teacher Turnover in Arizona

Over the past decade, the high number of teachers leaving the profession has been a growing concern among parents, teacher educators, administrators, and policy-makers. While most argue the problem is due to a burgeoning demand and increased numbers of retirements, some researchers propose that the problem of teacher shortages is far more complex. They argue that the greatest numbers of attrition actually occur among beginning teachers. In addition, teacher migration from school to school within the public education system is also a significant feature of the staffing problem, creating inconsistency and impacting student performance and the general effectiveness of schools. Research also points to the fact that migration is a more frequent occurrence among high school teachers, specifically in high demand subject areas such as science. This paper examines the status of a small sample of beginning high school secondary science teachers in Arizona who have either left the profession or changed positions within the public secondary school system. The authors present the context in which the beginning teachers worked, analyze reasons for their decisions, and compare findings to national data.

A qualitative report of the ways high school chemistry students attempt to represent a chemical reaction at the atomic/molecular level

We report the findings of a large-scale (n=1,337) qualitative descriptive analysis of U.S. high schools students’ particulate representations of a chemical reaction, specifically, the combustion of methane. Data were collected as part of an end of course exam. Student representations were coded into 17 distinct subcategories under one of five broad themes: i) Particulate Representations with discrete atoms, ii) Inappropriate Particulate Representations, iii) Quasi-particulate Representations, iv) Non-particulate Representations, or v) Irrelevant Attempts. Only 35.1% of student responses showed representations with discrete atoms that appropriately matched the individual molecular formulas in the combustion reaction. Of student responses, 45% were representations with discrete atoms; however, these representations were not chemically appropriate, displaying either incorrect connections between atoms within individual molecules or inappropriate groupings of atoms into individual molecules. 5.9% of student responses were coded as quasi-particulate, and included representations that displayed some form of particles that did not show discrete atoms. 22.9% of student responses were coded as non-particulate. The remaining 5.5% of responses represented no real attempt to address the question. The various representations are illustrated and described to provide a map of the domain of students’ alternative conceptions of chemical reactions. Interestingly, of the 65% of students who were able to balance the equation correctly, more than half were unable to show the appropriate particulate representation. The ability to represent a chemical reaction at the symbolic level does not guarantee the ability to represent the reaction at the particulate level.

College chemistry students' use of memorized algorithms in chemical reactions

This study sought to uncover memorized algorithms and procedures that students relied on in responding to questions based on the particulate nature of matter (PNM). We describe various memorized algorithms or processes used by students. In the study, students were asked to balance three equations of chemical reaction and then draw particulate representations of the compounds in the reactions. Students were then interviewed to uncover their understanding of underlying chemistry, taking note of any memorized algorithms that students were using. In addition to specific algorithms that students used, two trends were apparent from our analysis: (1) students successfully applied algorithms (in operations such as equation balancing) without necessarily understanding why they used the particular operations or processes. (2) Students have memorized processes and ideas which they incorrectly applied. Implications for assessment, research and instruction are also suggested.

Inside a Beginning Immigrant Science Teacher's Classroom: An Ethnographic Study.

Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom.

The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience

ABSTRACT National reform documents are calling for an upsurge in the development of integrated science, technology, engineering, and mathematics (STEM) curricula to simultaneously increase the number of kindergarten through Grade 12 (K–12) students involved in STEM-related coursework and increase the competitiveness of the United States in the STEM-related workforce. With this emphasis on the development of STEM curricula, there is also a need to improve the understanding of education professionals as to what teachers’ conceptions of integrated STEM currently are. This study explored how teachers’ conceptions of integrated STEM developed over the course of a 3-week-long summer professional development whose focus was on bringing integrated STEM education to science classrooms. Our findings revealed a total of 8 distinct conceptions as represented by teachers’ drawn models that shifted in usage over the course of the 3 weeks. Overall, these conceptions started as simple models that grew to more complex models. These findings provide insight into (a) how K–12 science teachers conceptualize STEM integration and (b) how, if at all, these conceptions change over the course of a professional development program. Our findings also indicate the sensitive nature of conceptions of STEM integration that can be influenced by professional development experiences.

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.