Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The Practices of Science Observation Protocol (P‐SOP)

Within the field of science education, there remains little agreement as to the definition and characteristics of classroom inquiry. The emerging emphasis on scientific practices in science education reform discourse is underpinned by a need to better articulate the constituent elements of inquiry‐based science. While a small number of observation‐based instruments have been developed to characterize science learning environments, few are explicitly aligned with theoretical constructs articulated by the National Research Council and/or have been substantially field‐tested. We employ a newly developed instrument, the Practices of Science Observation Protocol (P‐SOP), to investigate essential features of inquiry and scientific practices in which early learners engage in elementary classrooms. This research is part of a multiyear professional development program designed to support elementary teachers (K‐5) in a large, urban school district to learn to better engage students in scientific practices. Project teachers video‐recorded enacted science lessons (n = 124) which were used as data. Findings illustrate both essential features of inquiry and scientific practices observed in elementary classrooms, as well as establish the P‐SOP as a valid and reliable observation protocol. These findings have important implications for the design of elementary science learning environments and associated research and development efforts in the field.     

Voices from the Front Lines: Exemplary Science Teachers on Education Reform

The purpose of this study is to gain insight into the experiences that nationally award‐winning, exemplary science teachers have had over their career and examine the alignment of their responses with calls for K‐12 science education reform from a selection of prominent commissioned government reports since 1980. From an assessment of the alignment of exemplary teachers, calls for reform have had a limited effect and highlight the weakness of using national reports as a wide‐scale, nationalized approach to science education reform. Findings are focused on seven different areas of teacher development: classroom issues, teaching scientific inquiry, use of technology, preservice experiences, professional development of in‐service teachers, vertical articulation, and science education reform over time. Among other issues, the teachers indicated one of the biggest barriers to inquiry teaching is the pressure to conform to high‐stakes testing and the lack of examples of inquiry teaching during teacher education experiences.     

Guiding Teachers in the Use of a Standards‐Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program

Reforms in mathematics education call for K‐12 teachers to employ standards‐based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards‐based curricula, professional development must be provided that meets teachers' needs. The professional development program in this study focused on the implementation of a standards‐based mathematics curriculum entitled Investigations in Number, Data, and Space (Investigations). This study uses Guskey's framework as a guide to examining teachers' perceptions of the impact of the professional development that they received; their perceptions of mathematics teaching and learning; and how elements of the professional development translated into practice. Twenty‐two participants were randomly selected from the 53 professional development participants to be interviewed and observed during their mathematics teaching. Using a constant comparison method, the data sources in this study highlighted themes surrounding teachers' experiences with professional development and the implementation of the curricula. The analysis of the data sources in this study highlighted themes surrounding teachers' experiences with professional development: teachers as learners, teachers as self‐evaluators, shifting paradigms, enactment of professional development content into practice, and the influence of the state standardized mathematics test. The results of this study have several implications for future professional development and also highlight some of the more general issues that teachers face when attempting to enact new knowledge and skills into their practice.     

Student Interest in Engineering Design‐Based Science

Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K–12 science education standards. However, there is relatively little is known about effective ways of teaching science through engineering design. The study explores the approaches or strategies used by a sixth grade science teacher to teach science and engineering in an integrative manner. Classroom observations, teacher interview, and student surveys were used to study the features of engineering integration implemented by the teacher and the changes in student interest in science and engineering by participating in an engineering design‐based science unit. Findings suggest that the teacher explicitly included practices and core ideas from engineering and science; used an engaging, motivating engineering challenge; and provided students with opportunities to be autonomous. Students engaged in the activities in the engineering unit and their interest level slightly increased. The results suggest that the three strategies that the teacher used to teach engineering and science are important foundations of integrated science and engineering education.     

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.     

Relationship Between Professional Development,Teachers' Instructional Practices,and the Achievement of Students in Science and Mathematics

The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety‐four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards‐based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.     

Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers

This paper summarizes and integrates the lessons learned from the last decade of professional development efforts based on the standards of the National Council of Teachers of Mathematics (1989 , 1991 , 1995 ). The fundamental challenges to such reform are identified, then the rest of the paper is dedicated to strategies that have been helpful in overcoming these obstacles. The challenges include both the teachers' views of mathematics and their image of teaching. The Immerse and Instill approach describes strategies that encourage teachers to implement standards‐based teaching upon entering the teaching field (Immerse) as well as instilling some of the professional habits necessary to keep teachers and their students actively engaged (Instill).     

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.     

Urban Elementary STEM Initiative

The new standards for K–12 science education suggest that student learning should be more integrated and should focus on crosscutting concepts and core ideas from the areas of physical science, life science, Earth/space science, and engineering/technology. This paper describes large‐scale, urban elementary‐focused science, technology, engineering, and mathematics (STEM) collaboration between a large urban school district, various STEM‐focused community stakeholders, and a research‐focused private university. The collaboration includes the development of an integrated STEM curriculum for grade K–5 with accompanying teacher professional development. This mixed‐methodology study describes findings from focus group interviews and a survey of teachers from Title I elementary schools. Findings suggest the importance of the following critical features of professional development: (a) coherence, (b) content focus, (c) active learning, (d) collective participation, and (e) duration to the success of large‐scale STEM urban elementary school reform     

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.     

Assessing Preservice Teachers' Beliefs about the Teaching and Learning of Mathematics and Science

With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in‐service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10 six‐item scales. Collectively, these scales measure teachers' self‐confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards‐based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects.     

Contemplating Criteria for Science Education Reform: The Case of the Olympia School District

Proposals for current reform in science education elaborate national standards and a plethora of state-level interpretations commonly labeled as curriculum or learning frameworks. The purpose of this case study was to examine the dynamics of the science curriculum reform process in one of the first school districts to use the Georgia Framework for Learning Mathematics and Science as a basis for their reform initiative. The paper describes the ways in which members of the Olympia School District's Science Curriculum Committee participated in the science curriculum reform process, as well as their personal beliefs about the criteria needed for reform to take place. The results highlight the nature of metaphors guiding reform efforts; the influence of social, historical, economic, and political forces on the reform process; the use of local and professional languages as discourses for communicating about reform; and the complex power relations that influence the micropolitics of reform in the Olympia School District. This study has important implications for other teachers and school districts engaged in standards-based science curriculum reform. It points to the need for reform to include reflection and analysis of the role of teachers in the reform process and consideration of the purpose of science education reform in society.     

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 High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms

With the increasing emphasis on integrating engineering into K‐12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering‐focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study addresses this need by examining the effects of a professional development program focused on engineering integration, and how teachers chose to implement engineering in their classrooms as a result of the professional development. 198 teachers in grades 3–6 from 43 schools in 17 districts participated in a yearlong professional development program designed to help integrate the new state science standards, with a focus on engineering, into their teaching. Posters including lesson plans and student artifacts were used to assess teachers' engineering practices and the implementation in their classrooms. Results indicated that the majority of the teachers who participated in the professional development were able to effectively implement engineering design lessons in their classrooms suggesting that the teachers' success in implementing engineering lessons in their classroom was closely related to the structure of the professional development program.     

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.     

Learning to teach science in urban schools: Context as content

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that offered a unique view of science teachers’ development of knowledge of urban education contexts. Data sources included narratives of teaching experiences from interviews and open‐ended survey items. Findings were interpreted in light of context knowledge for urban educational settings. Findings indicated that science teaching in urban contexts was impacted by the education policy context, notably through accountability policies that narrowed and marginalized science instruction; community context, evident in teacher efforts to make science more relevant to students; and school contexts, notability their ability to creatively adjust for resource deficiencies and continue their own professional growth. Participants utilized this context knowledge to transform student opportunities to learn science. The study suggests that future science education research and teacher preparation efforts would benefit from further attention to the unique elements of urban contexts, specifically the out of classroom contexts that shape science teaching and learning.     

Scientists and Science Educators Mentoring Secondary Science Teachers

This paper examines secondary science teachers' perspectives of the role that mentoring by a scientist and science educator pair played in their professional development. Multiple data sources from three years of a professional development project, including interviews, participant reflections, and a focus group, were used to examine the benefits, supporting characteristics, and challenges of the mentoring relationship. Results indicated that primary benefits of the mentoring included assistance in translating science content and inquiry‐based pedagogy from the professional development into practice and breaking the isolation felt by secondary science teachers. Specific characteristics that were found to support the teachers in the mentoring relationship included: (1) mentors who were seen as objective, outside observers; (2) a sustained relationship with the mentors; and (3) accountability. Challenges included matching scientists' and science educators' content expertise with teachers' curriculum and the negotiation of roles and expectations between the teachers and mentors.     

University−Urban High School Partnership: Math and Science Professional Learning Communities

This study focused on science and math professional learning communities (PLCs) that were implemented through a university‐urban high school partnership. These PLCs were part of mandated school‐wide, content‐based PLCs implemented as part of the reform efforts initiated in an urban school to address the school's failure to meet Adequate Yearly Progress (AYP) for four years consecutively and low graduation rate (less than 25%) for male students. The key issues were (a) students had continually earned low test scores; (b) there was continuous principal turnover; (c) faculty morale was at an all‐time low, and the quality of teaching was very poor; and (d) the students were not effectively disciplined. The study examined the impact that university faculty‐led mandated PLCs have on teachers' practices and students' learning and achievement. Analysis of data revealed practices that were effective in developing and implementing these successful math and science PLCs. Three themes emerged: ethics of care, teacher agency, and aesthetics of professional interactions. Each theme contained key features that appeared to contribute to the implementation of a successful PLC.     

Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed‐methods study attempts to identify characteristics of professional development (PD) that will support NGSS adoption and to improve teacher readiness. In‐service science teachers from across the nation were targeted for the survey and responses represented 38 states. Research questions included: How motivated and prepared are in‐service 7–12 teachers to use NGSS science and engineering practices? What is the profile of 7–12 in‐service teachers who are motivated and feel prepared to use NGSS science and engineering practices? The study revealed that teachers identified engineering most frequently as a PD need to improve their NGSS readiness. High school teachers rated themselves as more prepared than middle school and all teachers who use Modeling Instruction expressed higher NGSS readiness. These findings and their specificity contribute to current knowledge, and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully.     

Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes

This article describes and illuminates the challenges that the authors faced as we integrated a web‐supported professional development system into elementary science methods courses housed at three different universities. Using a design experiment framework, the challenges and difficulties encountered while attempting to develop and sustain effective discussions about inquiry‐based teaching are discussed. Three main issues were identified through this analysis: (a) creating meaningful interactions for preservice teachers, (b) supporting preservice teacher reflection and articulation of their belief systems, and (c) technical, social, and institutional challenges of using a World Wide Web based professional development system. The article closes with recommendations concerning the implementation of a web‐based professional development system into elementary methods science courses and describes what appear to be successful strategies for fostering a collaborative atmosphere between teacher educators, preservice teachers, and in‐service teachers.