Susan A. Everett

What Type and Level of Science Content Knowledge of Elementary Education Students Affect Their Ability to Construct an Inquiry-Based Science Lesson?.

Although various governmental and professional organizations recommend that teachers use, an inquiry-based approach to science education, most teachers do not use this pedagogy. Lack of content knowledge and/or insufficient skills in planning inquiry-based lessons may contribute to teachers’ reluctance to utilize this methodological approach. This study explores the relationship between science content knowledge and inquiry-based lesson planning ability. The authors found a significant positive relationship between content knowledge and the ability to create an inquiry-based science lesson. These data are of great interest since proficiency in lesson-planning is believed to contribute significantly to the ability to teach an inquiry-based lesson.

An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams

This paper describes the use of a three-circle Venn diagram as a vehicle for introducing pre-service elementary teachers to pedagogical content knowledge (PCK). Each circle of the diagram represents pedagogy, content and context individually. The overlap of any two circles represents the interaction between the circles. For example, the overlap of pedagogy and context relates to the ways that each of these general topics influences the other. The overlap of all three circles represents a complete lesson that is an integration of the three major components of PCK. The Venn diagram is an easily remembered graphic illustration of PCK that can be useful in planning lessons. The use of this graphic organizer in a science capstone course required of all pre-service elementary teachers is described.

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the ‘high stakes’ achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts—i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

An Innovative Course Featuring Action Research Integrated with Unifying Science Themes

In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. We provide evidence that each of these goals is met. Student growth in theme knowledge is demonstrated through concept maps, questionnaires, and previously reported assessments. Improved writing ability is demonstrated using the spelling and grammar checking feature of Microsoft Word. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.

Science Cooperatives in Missouri and Iowa (Science Co-op): Addressing the Needs of Small Rural School Districts of Science Literacy for All

There is a need for research involving professional development (PD) and implementation of the National Science Education Standards (NSES; National Research Council [NRC], 1996) that systematically considers the theoretical and practical demands placed on decision makers, teachers, and researchers. However, few projects go beyond a single site to multiple schools, school districts, or state systems. Single classroom, school, or school district efforts fail to recognize the complexity of education systems and subsystems, scaling (capacity building), planned change, and the logistical, financial, and time demands involved in large-scale, multidistrict, multiagency efforts. The NSES content, teaching, and program standards focus on conceptual understanding, inquiry teaching practices, learning opportunities, and resources leading to science literacy and on fuller participation in the public debate about socioscientific issues. This chapter focuses on a multidistrict PD project that considered inquiry teaching and resources and its influence on reform-based classroom practice and student performance on high-stakes tests during a context of changing priorities, funding, and participants.

Drawings as a Component of Triangulated Assessment.

Action research (AR) in an educational setting as described by Tillotson (2000) is an approach to “classroom-based problems” or “specific school issues” (p. 31). His process involves identification of the issue or problem, development and implementation of an action plan, gathering and interpreting data, sharing the results within the community, and “action planning” as a cyclical endeavor (Tillotson, 2000, p. 32). AR is utilized as a key component of developing pre-service teachers in the University of Michigan-Dearborn certification program. Illustrating the five components of Tillotson’s approach, pre-service elementary teachers develop and analyze pre-assessments of K-8 student knowledge about a specific science topic to identify prior student understanding; they create and teach two lessons to provide applicable scientific content, post-assess to determine the impact of their teaching and write a research journal style report describing their project. The AR assignment is more structured than a typical action research project in order to support the pre-service teachers, many whom have never conducted a literature review, created assessments linked to research, or completed an AR project (Luera & Otto, 2005).