Student Initiatives in Urban Elementary Science Classrooms

Student initiatives play an important role in inquiry‐based science with all students, including English language learning (ELL) students. This study examined initiatives that elementary students made as they participated in an intervention to promote science learning and English language development over a three‐year period. In addition, the study examined whether student initiatives were related to other domains of classroom practices. The study involved 70 third‐, fourth‐, and fifth‐grade classrooms with ELL students in six urban elementary schools. Results indicated that students generally made few, low‐quality initiatives. Student initiatives were generally not related to the other domains of classroom practices for grades 3 and 4, whereas initiatives were significantly related to almost all the other domains for grade 5. These results contribute to the knowledge base for fostering ELL students' initiatives in science classrooms.     

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Science as inquiry is a key content standard in the National Science Education Standards; however, few secondary science teachers successfully and consistently implement inquiry‐based instruction in their classrooms. This research examines the role of reform‐based curricular materials in influencing the classroom practices of 12 high school chemistry teachers and investigates the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations. The teachers' classroom practices were measured prior to and during the field test of the reform‐based chemistry curriculum. Analysis of the data revealed that teachers' classroom practice became more reform‐based in the presence of the new curriculum; however, the degree of change is related to the teachers' beliefs about teaching and learning, depth of chemistry knowledge, and years of teaching experience. Experienced, out‐of‐discipline teachers with transitional or student‐centered teaching beliefs demonstrated the most growth in reform‐based teaching practices. This study reinforces the need for reform‐based curriculum to assist teachers in implementing the intent of the National Science Education Standards.     

Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

The purpose of this study was to assess the impact a community‐based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an afterschool science program that provided them extended opportunities to practice their science teaching skills. Three preservice teachers were followed to examine and evaluate the transfer of this experience to their student teaching classroom. Investigation methods included field observations and semi‐structured, individual interviews. Findings indicate that preservice teachers expanded their ideas of science inquiry instruction to include multiple modes of formative assessment, while also struggling with the desire to give students the correct answer. While the participants' experiences are few in number, the potential of afterschool teaching experience serving as an effective learning experience in preservice teacher preparation is significant. With the constraints of high‐stakes testing, community‐based service learning teaching opportunities for elementary and middle‐school preservice teachers can support both the development and refinement of inquiry instruction skills.     

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self‐Efficacy for Science and Science Teaching

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed‐methods study, we report the impacts of an inquiry‐based science course on preservice elementary teachers' self‐efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry‐based science course positively influenced their self‐efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching.     

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban setting. Victoria participated in the Alternative Support for Induction Science Teachers (ASIST) program during her initial two years of teaching. Our research team followed her over a three‐year period, and the data collected included classroom observations and interviews about her beliefs and practices. In addition, documents such as teacher evaluations and classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, Victoria implemented inquiry lessons and utilized instructional materials that promoted language and science competencies for her ELLs. Conversely, standardized testing and her teaching assignment played a role in constraining the implementation of inquiry‐based practices. The results of this study call for collaborative efforts between university science educators and school administrators to provide professional development opportunities and support to build the capacity of early career science teachers of ELLs.     

Constructing Elementary Teachers' Beliefs,Attitudes, and Practical Knowledge Through an Inquiry‐Based Elementary Science Course

This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry‐based science instruction and the influence of an inquiry‐based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14 elementary school teachers before and after completing a three‐credit elementary science methods course that was inquiry‐based. The findings showed that the teachers' beliefs, attitudes, and practical knowledge about inquiry were clearly influenced by the course. Through this course, the teachers developed fairly positive beliefs and attitudes that promoted inquiry instruction. The majority of participants also improved their knowledge and skills of conducting inquiry as they successfully practiced inquiry‐instruction in their science teachings.     

The Indiana Science Initiative: Lessons from a Classroom Observation Study

The Indiana Science Initiative (ISI) is a systemic effort to reform K–8 science education. The program provides teachers with professional development, reform‐oriented science modules, and materials support. To examine the impact of the initiative's professional development, a participant observation study was conducted in the program's pilot year. Five teachers in grades 3–6 were observed and interviewed as they implemented the ISI‐provided modules. Analysis of the observation data revealed that the teachers incorporated each of the features of inquiry science instruction. However, they did not consistently teach in a way that was aligned with the intent of the ISI. Examination of interview data provided insight into influences on teachers' use of inquiry with the ISI‐provided modules. These data revealed that teachers were aware of the intent of the ISI and attempted to align their instruction. However, teachers were influenced by their perceptions of students' behavior and abilities as well as timing and the appropriate level of teacher control needed to facilitate science instruction. The research suggests that professional development activities should prepare teachers to help learners evaluate explanations against alternatives, connect explanations to scientific knowledge, and provide strategies to address teachers' perceptions of students, timing, and teacher control.     

Authentic and Simulated Professional Development: Teachers Reflect What is Modeled

Science is a dynamic discipline, representative of the nature of science. Yet, young science students continue to think everything is already discovered. In this study, we examine why students are not actively doing science. From professional development to student engagement, how are classrooms and students changing as we increase teachers' content knowledge? Teaching practices modeled in professional development can change what occurs in the classroom. Our study was designed to probe differences in two different types of professional development programs both focused on content knowledge. We found that what is modeled by the professional developers has a profound effect on the direction of the classroom. This matched controlled study found that teachers reflect the teaching practice modeled by professional developers through their individual classroom teaching practices. A significant difference was found in cognitive activities and questioning skills between teachers in a professional development program modeling authentic inquiry versus the teachers in a professional development modeling simulated inquiry. While both groups increased the amount of overall inquiry used in the classroom, students whose teachers were in authentic inquiry professional development were engaged in higher cognitive activities and questioning skills. If students are engaged in dynamic classrooms, searching for answers to students' questions, perhaps they will understand that science is a dynamic discipline.     

Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry‐Based Instruction

This study investigates the conceptions and use of inquiry during classroom instruction among beginning secondary science teachers. The 44 participants were beginning secondary science teachers in their first year of teaching. In order to capture the participants' conceptions of inquiry, the teachers were interviewed and observed during the school year. The interviews consisted of questions about inquiry instruction, while the observations documented the teachers' use of inquiry. All of the interviews were transcribed or coded in order to understand the conceptions of inquiry held by the teachers, and all of the observations were analyzed in order to determine the presence of inquiry during the lesson. The standard for assessing inquiry came from the National Science Education Standards. A quantitative analysis of the data indicated that the teachers frequently talked about implementing “scientific questions” and giving “priority to evidence.” This study found a consistency between the way new teachers talked about inquiry and the way they practiced it in their classrooms. Overall, our observations and interviews revealed that the beginning secondary science teachers tended to enact teacher‐centered forms of inquiry, and could benefit from induction programs focused on inquiry instruction.     

Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

Alternative pathways to teaching licensure were developed to address teacher shortages. These programs differ widely, making it difficult to generalize the effects. This study compares the impact of two alternative licensure programs on the development of fundamental elements of science teacher preparation and persistence. The fast‐track programs include a 6‐month teacher preparation program and a one‐year residency teacher preparation program. The study concluded that licensure type was unassociated with the impact on teaching self‐efficacy, beliefs about teacher‐focused/student‐focused teaching, preferences for inquiry instructional practices, and experiences with student misbehavior. However, the study revealed that licensure type was associated with a number of other variables: residency students had more confidence in their ability to provide quality instruction; preferred inquiry‐based instruction more often; and may be better prepared for the high‐needs classroom. Those in the 6‐month program were more likely to score higher on practical versus theoretical approaches to teaching, and while they had a more realistic idea of how to measure success in the high‐needs classroom, the residency students had more knowledge of educational theory and how to apply it. Findings suggest that more traditionally licensed teachers may be more inclined to use inquiry‐based methods suggested in current reforms.     

Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self‐efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings post‐methods course suggested that the PSTs gained confidence in how to teach inquiry‐based elementary science and recognized inquiry‐based science as an effective means for engaging student learning. Additionally, PSTs embraced the interdisciplinary model as one that benefits students' learning and effectively uses limited time in a school day.     

Relationships Between Inquiry‐Based Teaching and Physical Science Standardized Test Scores

This exploratory case study investigates relationships between use of an inquiry‐based instructional style and student scores on standardized multiple‐choice tests. The study takes the form of a case study of physical science classes taught by one of the authors over a span of four school years. The first 2 years were taught using traditional instruction with low levels of inquiry (non‐inquiry group), and the last 2 years of classes were taught by inquiry methods. Students' physical science test scores, achievement data, and attendance data were examined and compared across both instructional styles. Results suggest that for this teacher the use of an inquiry‐based teaching style did not dramatically alter students' overall achievement, as measured by North Carolina's standardized test in physical science. However, inquiry‐based instruction had other positive effects, such as a dramatic improvement in student participation and higher classroom grades earned by students. In additional inquiry‐based instruction resulted in more uniform achievement than did traditional instruction, both in classroom measures and in more objective standardized test measures.     

Achieving the Reforms Vision: The Effectiveness of a Specialists‐Led Elementary Science Program

This report describes an evaluation project that aimed to assess the potential of two elementary science specialists, as compared to elementary classroom teachers, to realize the reforms vision for science instruction in elementary classrooms. Participant science specialist background, views of elementary science teaching, and planning and assessment practices were compared to those of regular elementary classroom teachers in the specialist district, as well as in a comparable district not employing specialists. Specialists' views and practices were better aligned with those envisioned by current national reform documents in science education. Despite the constraints imposed by the nature of a program evaluation, the present report provides evidence to suggest that students taught by the science specialists (a) were engaged in open‐ended, inquiry‐oriented, science‐based activities of the kind often advocated, but mostly absent, in elementary school, and (b) demonstrated problem solving and higher order and critical thinking skills. This report is the first to provide empirical support for the advocated “effectiveness” of elementary science specialists in achieving the visions espoused by current reform efforts.     

Community‐Based Service‐Learning as a Source of Personal Self‐Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self‐efficacy. The purpose of this study was to investigate the effects of community‐based service learning (CBSL) experiences on preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning. Data were collected using pretests‐posttests and post‐questionnaires with the study sample. Findings from this study support Bandura's assertion. CBSL experiences were an important source of personal self‐efficacy and significantly influenced preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning.     

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

Project‐based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to PBS implementation is a misunderstanding of the elements of PBS. Identification of these misunderstandings as well as implementation challenges could inform professional development. This case study examined 24 teachers’ understanding and implementation of PBS during participation in a consecutive three‐year, comprehensive professional development program. Results provide insight as to the process they followed in the transition to implementing PBS. Measures included classroom observations, reflective interviews, and attitudinal surveys. Results showed that teachers developed the knowledge, confidence, and understanding to implement PBS but in most cases it took at least two to three years for positive results to become evident. Teachers struggled to develop adequate driving questions that provided project‐focused lessons. Other obstacles included teacher resistance to student‐directed instruction, confusing inquiry‐based instruction with hands‐on activities, and inability to motivate students to work in collaborative teams. While challenging, over time the teachers developed the knowledge, desire, and skills to implement PBS.     

A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads

Middle and secondary science textbooks have long been a primary support for instruction, often leading to heavy emphasis on domain‐specific vocabulary. A longitudinal study was conducted to compare vocabulary loads of science textbooks published since 2010 to results of two previous studies going back to 1983. In each study, textbooks chosen represent convenience samples of commonly used middle and secondary science textbooks. Vocabulary emphasis in science textbooks remains high, and may present a problem for struggling readers and English language learners (ELL). Some vocabulary loads were found to approach or even exceed recommended limits for vocabulary instruction in modern foreign language courses. Also, science vocabulary can present an additional challenge for native English speakers and ELLs since many terms have no common colloquial English or native language equivalents. Recommendations for how to promote effective science vocabulary development are provided. Overall, over three decades there has been little change in heavy emphasis on vocabulary in middle and secondary science textbooks.     

Meeting the Needs of Diverse Student Populations: Comprehensive Professional Development in Science,Math, and Technology for Teachers of Students With Disabilities

Professional development for teachers has become a key component for reform in teaching, learning, and curriculum change. This report describes a model of professional development designed to improve the skills and knowledge of teams of special education and regular education teachers in science, mathematics, and technology instruction. The comprehensive model included summer and academic year content and methodology-focused workshops and summer “practician” experiences. It was designed to link those factors impacting teacher practices and interventions with teachers' beliefs in instruction. The training component for teachers included opportunities for collaborative teaching, upgrading knowledge of math and science subject matter, and identifying, integrating, and practicing alternative approaches for teaching science and math that address the needs of special education students, with a focus on techniques for adapting instruction to specific disabilities. The program led to development of coping skills and persistence in the teaching of science and math for all students. As a result, strong efficacy expectations have been developed through repeated experiences of success with children in a classroom environment. Remaining issues still to be addressed include classroom management, teaching in a heterogeneous classroom, and further improvement of content expertise of teachers.     

Measurement Instruction in the Context of Scientific Investigations With Diverse Student Populations

The purpose of this study was to investigate the impact of a hands‐on science curriculum, which integrates mathematics and supports English language development, on third‐grade students' mathematics achievement—specifically the measurement subscale of the statewide assessment. The data drew from a larger five‐year research and development project consisting of reform‐based science curriculum units and teacher workshops designed to promote effective science instruction while integrating mathematics and supporting English language development. The third‐grade curriculum places a strong emphasis on measurement skills in the context of science inquiry. The third‐grade students' performance on the measurement subscale of the statewide mathematics assessment in the treatment schools was compared with that of comparison schools using a hierarchical linear model. Students at the treatment schools performed significantly higher than students at the comparison schools. The results provide evidence that an integrated approach to mathematics and science instruction can benefit diverse student groups.     

Comparing Science Teaching Styles to Students' Perceptions of Scientists

Many educational researchers seem to concur with the idea that, among other factors, the teacher's teaching style has some impact on student learning and the perceptions students develop about science learning and the work of scientists. In this study, nine middle grades teachers' teaching styles were assessed using the Draw‐a‐Science‐Teacher‐Teaching Test Checklist (DASTT‐C) and categorized along a continuum from didactic to inquiry/constructivist in orientation. Students' (n = 339) perceptions of scientists were determined using the Draw‐a‐Scientist‐Test Checklist (DAST‐C). Teachers' teaching styles and their students' perceptions of scientists were then compared using nonparametric correlational methods. Results showed that no significant correlation existed between the two measures for the population studied. Although the study provides no understanding about when or how relationships developed between teachers' teaching styles and students' perceptions of scientists, trends in the results give rise to some concerns regarding the preparation of future science teachers and the in‐service development of practicing teachers.     

Prospective Elementary Teachers' Knowledge of Teaching Science as Argument: A Case Study

The National Research Council emphasizes the centrality of discourse and practices associated with constructing, evaluating, and using scientific explanations. These expectations increase already daunting challenges for those who teach science at the elementary school level. This study followed a multiparticipant case study approach examining prospective elementary teachers' self‐reports of teaching science as argument. Findings yield that the presence of opportunities for physical experimentation with firsthand data during science instruction helped participants increase their emphasis on evidence‐based explanations. Participants also viewed science talks as essential and fundamental for engaging students in evidence‐based explanations. Finally, participants demonstrated attention to scientific subject matter. These findings are discussed in terms of their implications for teacher education.