A Longitudinal Study of Science Teacher Preparation Charles W. (Andy) Anderson, Gail Richmond, Ajay...

A Longitudinal Study A Longitudinal Study of Science Teacher of Science Teacher

PreparationPreparation Charles W. (Andy) Anderson, Gail Richmond, Charles W. (Andy) Anderson, Gail Richmond,

Ajay Sharma, Shinho Jang, Kelly Grindstaff, In-Ajay Sharma, Shinho Jang, Kelly Grindstaff, In-Young ChoYoung Cho

Michigan State UniversityMichigan State University

Acknowledgement of SupportAcknowledgement of Support

This work is made possible in part This work is made possible in part by grants from the Knowles by grants from the Knowles Foundation and the U.S. Department Foundation and the U.S. Department of Educationof Education

Overview of Secondary Overview of Secondary Teacher Preparation ProgramTeacher Preparation Program

Five-year programFive-year program Application/admission in sophomore yearApplication/admission in sophomore year BA/BS degree in 4 yearsBA/BS degree in 4 years Fifth-year internship w/certificationFifth-year internship w/certification Field- and university-based experiencesField- and university-based experiences Diverse placementsDiverse placements

Overview of CoursesOverview of Courses

TE 150 (pre-admission)TE 150 (pre-admission) TE 250 (pre-admission)TE 250 (pre-admission) TE 301 (Junior year)TE 301 (Junior year) TE 401, 402 (Senior or Pre-internship year)TE 401, 402 (Senior or Pre-internship year) TE 501, 502, 801, 802, 803, 804 (Internship year)TE 501, 502, 801, 802, 803, 804 (Internship year)

Identity & Core ValuesIdentity & Core Values

RespectRespect Interest and motivationInterest and motivation Connection to studentsConnection to students Science learning Science learning

Problems of PracticeProblems of Practice

Relearning science content & developing goals Relearning science content & developing goals for students’ content understandingfor students’ content understanding

Understanding students & assessing their Understanding students & assessing their learninglearning

Developing teaching strategiesDeveloping teaching strategies Accessing/managing resources & relationshipsAccessing/managing resources & relationships

Transforming Scientists’ Transforming Scientists’ Science into School ScienceScience into School Science

Ajay Sharma and Charles W. Anderson

Purpose of the StudyPurpose of the Study

To examine the transformation of science from a To examine the transformation of science from a scientist’s lab to a classroom. scientist’s lab to a classroom.

To explore the implications of this To explore the implications of this transformation for teacher candidates. transformation for teacher candidates.

Science as Practiced by Science as Practiced by ScientistsScientists

““Science” should not be seen as a sharply defined Science” should not be seen as a sharply defined concept, but should be considered as denoting a series of concept, but should be considered as denoting a series of paradigmatic examples including other closely similar paradigmatic examples including other closely similar activities.activities.

Two major common strands that run through the different Two major common strands that run through the different paradigmatic examples associated with doing science:paradigmatic examples associated with doing science:1.1. Engagement in two dialogic relationships - with nature and Engagement in two dialogic relationships - with nature and

with scientific community - that go hand-in-hand, deeply and with scientific community - that go hand-in-hand, deeply and inalienably intertwined, each enriching and building upon inalienably intertwined, each enriching and building upon the other.the other.

2.2. Scientific discourse as an organ of persuasion. Scientific discourse as an organ of persuasion.

Scientific research from a Scientific research from a dialogic perspectivedialogic perspective

Scientists while collecting data engage in Scientists while collecting data engage in a dialogue with nature. a dialogue with nature.

This dialogue provides them an This dialogue provides them an experiential base from which they seek experiential base from which they seek patterns, and draw explanations.patterns, and draw explanations.

Doing science also involves engagement Doing science also involves engagement in dialogic discursive relationships with in dialogic discursive relationships with other researchers for rhetorical purposes.other researchers for rhetorical purposes.

Science from a rhetorical Science from a rhetorical perspectiveperspective

Communicating scientific research is a Communicating scientific research is a big part of a scientist’s work.big part of a scientist’s work.

Research communication as an act of Research communication as an act of persuasion.persuasion.

The influence of rhetoric on how scientific The influence of rhetoric on how scientific knowledge is presented and knowledge is presented and communicated.communicated.

Scientific CommunicationScientific Communication

Genre of scientific communication - effective in Genre of scientific communication - effective in persuading those who share experience and persuading those who share experience and discourse.discourse.

Empirical evidence as a rhetorical tool in Empirical evidence as a rhetorical tool in research communication.research communication.

Rhetorical demands on a scientific text act to Rhetorical demands on a scientific text act to present an edited, even distorted, image of present an edited, even distorted, image of scientific inquiry.scientific inquiry.

Increasing nominalization in scientific texts.Increasing nominalization in scientific texts. Research communication as dialogic interaction.Research communication as dialogic interaction.

School ScienceSchool Science

Recontextualization of the scientific discourse.Recontextualization of the scientific discourse. Effects of recontextualization on how science is presented Effects of recontextualization on how science is presented

and taught in classrooms:and taught in classrooms:– Transformation of scientific knowledge into a Transformation of scientific knowledge into a

crystallized, secure, fixed, body of knowledge. crystallized, secure, fixed, body of knowledge. – Increasing nominalization in textbooks.Increasing nominalization in textbooks.– The change in the nature of dialogic relations.The change in the nature of dialogic relations.– Scientific authority replaces empirical experience as Scientific authority replaces empirical experience as

the preferred means of persuasion.the preferred means of persuasion.– Students lack a meta-level awareness of the role and Students lack a meta-level awareness of the role and

power of empirical evidence as a legitimate means of power of empirical evidence as a legitimate means of persuasion.persuasion.

– Performance for grade exchange: students reproduce Performance for grade exchange: students reproduce authoritative knowledge in exchange for grades. authoritative knowledge in exchange for grades.

The nature of tensions The nature of tensions between educator and between educator and

teacher candidate beliefs teacher candidate beliefs about science teaching about science teaching

practicepractice

The nature of tensions The nature of tensions between educator and between educator and

teacher candidate beliefs teacher candidate beliefs about science teaching about science teaching

practicepractice

Gail Richmond & Charles (Andy) AndersonGail Richmond & Charles (Andy) AndersonGail Richmond & Charles (Andy) AndersonGail Richmond & Charles (Andy) Anderson

Assignments/Data SourcesAssignments/Data SourcesAssignments/Data SourcesAssignments/Data Sources Teaching cycles (5)Teaching cycles (5)

– Clarifying goalsClarifying goals Big ideas (patterns, models, theories)Big ideas (patterns, models, theories) Examples of real-world systems, phenomenaExamples of real-world systems, phenomena Objectives for student learning (practices relating Objectives for student learning (practices relating

big ideas to examples through big ideas to examples through application and application and inquiryinquiry

– Planning and teaching classroom activitiesPlanning and teaching classroom activities– Assessment, revision, reflectionAssessment, revision, reflection

Analysis of 3 students’ learningAnalysis of 3 students’ learning Assessments for multiple purposesAssessments for multiple purposes Analytically derived claims for learningAnalytically derived claims for learning Reflection on experiences & rationale for revisionsReflection on experiences & rationale for revisions

ResultsResultsResultsResults

Relearning science content/Developing Relearning science content/Developing goals for student understandinggoals for student understanding

Relearning science content/Developing Relearning science content/Developing goals for student understandinggoals for student understanding

What we valueWhat we valueWhat we valueWhat we value

Helping students make sense out of the world by engaging them in application (making sense of patterns in experience) and inquiry (using scientific models and theories to solve practical problems or understand the material world)

What teacher candidates What teacher candidates valuevalue

What teacher candidates What teacher candidates valuevalue

Application & inquiryApplication & inquiry

Facts, definitions, & algorithmsFacts, definitions, & algorithms

Science appreciationScience appreciation

Angelyn: Application and Angelyn: Application and InquiryInquiry

Angelyn: Application and Angelyn: Application and InquiryInquiry

Objectives were focused on application/inquiry and how students could demonstrate their understanding (e.g., Students will explain how the cell cycle helps living things maintain a stable internal environment; Students will evaluate claims regarding potential agents that lead to mutations in the DNA that may lead to cancer)

…it is very easy to teach science as discrete units of information and this is a dangerous way to teach. In order to truly learn and love science the students must see how it all works in concert and be able to connect one idea to the next. Even if a lesson is well planned and potentially great it must lie in the correct sequence with the other lessons for the students to get the most out of it. (TE 401 Lesson 1 Paper)

After teaching this topic I have come to better After teaching this topic I have come to better understanding of how this topic fits into the bigger understanding of how this topic fits into the bigger picture. …I realized that the students needed to picture. …I realized that the students needed to connect cancer to replication, translation, connect cancer to replication, translation, transcription, the cell cycle, and homeostasis. I transcription, the cell cycle, and homeostasis. I was approaching this topic (cancer) with blinders was approaching this topic (cancer) with blinders on. I wanted the students to understand cancer, on. I wanted the students to understand cancer, but what I never really realized was that this topic but what I never really realized was that this topic was an example or platform, in which to connect was an example or platform, in which to connect the topics mentioned above all together. (TE 402 the topics mentioned above all together. (TE 402 Lesson paper)Lesson paper)

It’s more than facts. To learn any unit in It’s more than facts. To learn any unit in science really should go through the whole: science really should go through the whole: What’s the question? What are we seeing? What’s the question? What are we seeing? What do we think? What’s our proof? Like What do we think? What’s our proof? Like that. And I think it should be infused in every that. And I think it should be infused in every lesson….(Interview, 21-April-02)lesson….(Interview, 21-April-02)

Jared: Facts, definitions, & Jared: Facts, definitions, & algorithmsalgorithms

Jared: Facts, definitions, & Jared: Facts, definitions, & algorithmsalgorithms

Objectives had fact- or list-generatingorientation (e.g., List the factors that affect climate; Name the inner & outer planets) or were not directed at what students can do (e.g., Understand how we measure earthquakes; Understand how you can be safe during an earthquake and what you can do)

My assessment task for this lesson was a worksheet that had vocabulary and section questions. As I went through my lesson I was able to ask questions about ideas from the lesson and see if the students understood them and when I thought they did I would tell them to look at the worksheet and fill it in so that as they went along they would be able to follow what was happening and so they could go back and refer to past information if I asked them a question. (TE 402 Lesson 2 Paper)

The handouts I usually go over with them, so that they understand what they got wrong and what is right, ‘cause I do not like them to leave their classroom and know that granite forms from gneiss rocks, marble forms limestone. If they screw that up, I like them to know before they leave the classroom. …. They had to define what is sedimentary rock. The good definition is important for them. And another one was the classification of sedimentary rocks. That in the book gives secondary headings or sub-secondary headings….(Interview , 12 April)

Sheila: Science appreciationSheila: Science appreciationSheila: Science appreciationSheila: Science appreciationObjectives were vague & not focused on concrete ways students could demonstrate understanding (e.g., Relate motion of objects to unbalanced forces in two dimensions), although ability to construct appropriate objectives improved over time.

So for the most part this 3-day lesson was good. The activities were fun and kept the kids entertained while learning….I liked the activity that I did with the scientists and their views of the solar system. This got them thinking of the different views and how they looked and it allowed them a little fun time with cut, paste, and color. I also liked the activity where they drew the planets, colored them the way that they actually looked, and found facts on each planet. (TE 402, Three-Day Lesson Paper)

I had a hard time, at the beginning, to think what I already know. Like what experiences they brought in, coming up with examples, real world examples..…I was having a real tough time with that. Patterns were (a) big thing in my planning. Cause I wanted them to see those. The whole inner and outer and you know. What the atmospheres, they are different and similar to earth. So that was as big thing. And then explaining why that happened. That was really what I want them to say—why? (Interview, 19 April 02)

Results (continued)Results (continued)Results (continued)Results (continued)

Understanding students & assessing their Understanding students & assessing their learninglearning

What we valueWhat we valueWhat we valueWhat we value

The goal of helping students develop a The goal of helping students develop a deep understanding of science, which deep understanding of science, which requires using what you know about requires using what you know about students to:students to:– Identify barriers to their understandingIdentify barriers to their understanding

– Create situations that motivate them to learnCreate situations that motivate them to learn

– Develop fair assessments that address core Develop fair assessments that address core concepts in meaningful waysconcepts in meaningful ways

What Teacher Candidates What Teacher Candidates ValueValue

What Teacher Candidates What Teacher Candidates ValueValue

Understanding students for assessment Understanding students for assessment of learningof learning

Grading fairly: Quantitative approachGrading fairly: Quantitative approach

Grading fairly: Qualitative approachGrading fairly: Qualitative approach

Angelyn: Assessing student Angelyn: Assessing student understandingunderstanding

Angelyn: Assessing student Angelyn: Assessing student understandingunderstanding

Although Stan’s first 3 responses are lacking this connection, his last three begin to demonstrate this pattern in his thinking. For example he states that the function of a nerve cell “is to carry messages to the brain” and that for its shape “it connects to other cells.” I (am) assuming that he understand(s) that nerve cells connect to other cells to pass this message along. Again his example of function doesn’t match exactly to the shape, but at least the main idea of sending a message is present in both examples… He seemed to finally make the connection on this last example and this might be due to his prior knowledge. He wrote that its function is to “destroy antigens” and it helps it “identify the antigen.” Although I can assume that he (is) referring to antibodies on the outside of the picture of the cell he never really says that, so I’m not entirely sure he grasped the pattern. I think that he is close to making the connection, but he needs more coaching and fading. (TE 401 Lesson report)

Jared: Grading Jared: Grading Fairly/QuantitativeFairly/Quantitative

Jared: Grading Jared: Grading Fairly/QuantitativeFairly/Quantitative

I don’t like pre-assessment. I think pre-assessment is a pain. When you give them (a) pre-assessment, they can’t write anything because they did not learn it yet. (Interview, 12 April 2002)

The answers that they gave me to the same questions when I asked them were not the same ones on the assessment. It is like in the few minutes before they got the handout they forgot everything. Most of the answer were not to (sic) completely wrong they just seemed to get confused with the question or mixed up the names of the scientists….I believe they learned but I just think that they have just confused a few things. (TE 401 Lesson 2 Paper)

Sheila: Grading Sheila: Grading Fairly/QualitativeFairly/QualitativeSheila: Grading Sheila: Grading

Fairly/QualitativeFairly/Qualitative

During class she gave correct answers to questions that I posed to the class, and she seemed to really understand it…she even said she got it, which she never does. When I handed out the quick-write she was right up at the desk asking me if what she was thinking was right….(Rob) is a very quiet boy and doesn’t really get involved in class. I need to try to get him more involved. I forget about the students that don’t raise their hands…..…..Kelli’s response was the best out of the three of them….She was the one that was paying attention during the lesson and gave answers to questions that were asked. Kelli seems to try pretty hard when doing her work. She doesn’t always do real well, but she seems to give all of herself to her work. (TE401 Lesson 2 Paper)

Tensions between Values and Practices in Learning to Teach Elementary Science

Tensions between Values and Practices in Learning to Teach Elementary Science

Shinho Jang, Gail Richmond, and Charles W. Anderson

Shinho Jang, Gail Richmond, and Charles W. Anderson

Background of the Four Background of the Four Elementary CandidatesElementary CandidatesBackground of the Four Background of the Four Elementary CandidatesElementary Candidates

Amy: B.A. in Outdoor and Environmental Recreation; A State Park Naturalist; a yearlong internship at an outdoor science school.

Ken: B.A. in Elementary Education; not enjoyed learning chemistry and physics.

Steve: Pre-medicine major; took many science courses ; two years of laboratory experience in the Medical Center.

Leigh: B.A. in Botany and Plant Pathology; worked at the Plant Research Lab helping with a research project for more than 12 years.

Amy: B.A. in Outdoor and Environmental Recreation; A State Park Naturalist; a yearlong internship at an outdoor science school.

Ken: B.A. in Elementary Education; not enjoyed learning chemistry and physics.

Steve: Pre-medicine major; took many science courses ; two years of laboratory experience in the Medical Center.

Leigh: B.A. in Botany and Plant Pathology; worked at the Plant Research Lab helping with a research project for more than 12 years.

Core values and concernsCore values and concernsCore values and concernsCore values and concerns

Two goals: Student Interest & Science Learning

Amy: I found that many of the students have negative associations with science, or really don’t know much about it. I have worked hard to prepare a lesson that is both fun and engaging (Journal, 05/26/2002).

Steve: I want to make sure that I’m not just playing games or doing fun experiments without getting the points across that they’re trying to discover through the experiments like the laws or whatever… (Interview, 07/19/2002).

Two goals: Student Interest & Science Learning

Amy: I found that many of the students have negative associations with science, or really don’t know much about it. I have worked hard to prepare a lesson that is both fun and engaging (Journal, 05/26/2002).

Steve: I want to make sure that I’m not just playing games or doing fun experiments without getting the points across that they’re trying to discover through the experiments like the laws or whatever… (Interview, 07/19/2002).

Understanding and teaching Understanding and teaching science contentscience content


Made different choices to reconciling their desires

Contrast in their approaches

– Some candidates saw their dual goals as inherently in conflict—not seeing science content as intrinsically interesting.

– Other candidates saw their dual goals as inherently in connection—seeking activities that would make science intrinsically interesting to students

Made different choices to reconciling their desires

Contrast in their approaches

– Some candidates saw their dual goals as inherently in conflict—not seeing science content as intrinsically interesting.

– Other candidates saw their dual goals as inherently in connection—seeking activities that would make science intrinsically interesting to students



Ken: hands-on activities that were interesting for his students

I believe that science can almost teach itself to students as long as it is set up properly for the students to discover and explore. That is how I learn best and how a lot of children learn best. … The role of the teacher is to set up situations where students can learn best and then get out of the way (Autobiography, 05/23/2002).

Steve: essential facts and definitions, even if that required a more didactic style of teaching.

What I’m trying to do in the classroom is to transfer knowledge, and transfer true knowledge, that’s the ideal (Interview, 07/19/2002).

Ken: hands-on activities that were interesting for his students

I believe that science can almost teach itself to students as long as it is set up properly for the students to discover and explore. That is how I learn best and how a lot of children learn best. … The role of the teacher is to set up situations where students can learn best and then get out of the way (Autobiography, 05/23/2002).

Steve: essential facts and definitions, even if that required a more didactic style of teaching.

What I’m trying to do in the classroom is to transfer knowledge, and transfer true knowledge, that’s the ideal (Interview, 07/19/2002).



Amy: the intrinsic interest of science lay in developing students’ appreciation of nature and empathy for animals and plants in our natural environment. This (lesson) will be accomplished through student involvement with

a hands-on activity in which they pretend they are black bears in a forest gathering food (Lesson plan, 06/10/02).

Leigh: the intrinsic interest of science lay in the power of model-based reasoning When given a range of different liquids students will be able to

calculate, compare, and describe the viscosities of the liquids based on their use of a viscometer (Lesson Plan, 06/10/2002).

Amy: the intrinsic interest of science lay in developing students’ appreciation of nature and empathy for animals and plants in our natural environment. This (lesson) will be accomplished through student involvement with

a hands-on activity in which they pretend they are black bears in a forest gathering food (Lesson plan, 06/10/02).

Leigh: the intrinsic interest of science lay in the power of model-based reasoning When given a range of different liquids students will be able to

calculate, compare, and describe the viscosities of the liquids based on their use of a viscometer (Lesson Plan, 06/10/2002).

Understanding student Understanding student thinkingthinking


Their ways of understanding students varied

– Some candidates saw the goals of student interest and student learning as separate

– Other candidates sought to connect intrinsic student interest in science with student learning.

Their ways of understanding students varied

– Some candidates saw the goals of student interest and student learning as separate

– Other candidates sought to connect intrinsic student interest in science with student learning.



Ken: finding evidence of students’ motivation, enthusiasm, and enjoyment

I think its imperative that I can keep the kids interested, because if they’re just following my instructions and they’re not learning anything and, its really not any fun for them. The kids are going to pull a lot more out of it if the kids are excited and interested in what you are talking about (Interview, 06/20/2002).

Steve: finding evidence of students acquired certain facts and correct definitions

I just wanted to see if they actually knew the things that were actually taught them. For that one we had the blanks of the life cycle, and they filled in the blanks… I think that they were able to distinguish between physical traits of the animals. I mean they could tell what was related, they knew that in the life cycle stage, they both started out as eggs (Interview, 07/19/2002).

Ken: finding evidence of students’ motivation, enthusiasm, and enjoyment

I think its imperative that I can keep the kids interested, because if they’re just following my instructions and they’re not learning anything and, its really not any fun for them. The kids are going to pull a lot more out of it if the kids are excited and interested in what you are talking about (Interview, 06/20/2002).

Steve: finding evidence of students acquired certain facts and correct definitions

I just wanted to see if they actually knew the things that were actually taught them. For that one we had the blanks of the life cycle, and they filled in the blanks… I think that they were able to distinguish between physical traits of the animals. I mean they could tell what was related, they knew that in the life cycle stage, they both started out as eggs (Interview, 07/19/2002).



Amy: for conceptual understanding through students’ personal experience in interactions with nature and environment

I would ask them those questions about why they chose to do this and just talk to me a little bit about your black bear, to see if they understood (Interview, 06/21/2002).

Leigh: for model-based reasoning for inquiry and application

Remember last week in our density-measuring device we had corn syrup, water, and oil. This means a liquid, which is more viscous than another one doesn’t always have a higher density, too. Which two liquids from our experiment last week are an example of this? Why? (Laboratory Worksheet, 06/10/2002)

Amy: for conceptual understanding through students’ personal experience in interactions with nature and environment

I would ask them those questions about why they chose to do this and just talk to me a little bit about your black bear, to see if they understood (Interview, 06/21/2002).

Leigh: for model-based reasoning for inquiry and application

Remember last week in our density-measuring device we had corn syrup, water, and oil. This means a liquid, which is more viscous than another one doesn’t always have a higher density, too. Which two liquids from our experiment last week are an example of this? Why? (Laboratory Worksheet, 06/10/2002)

DiscussionDiscussionDiscussionDiscussion

Comparison with Secondary candidates

– Steve and Leigh: similar to the more and less successful secondary candidates: Textbook knowledge or Model-based reasoning

– Ken and Amy: different from secondary candidates: Science appreciation & Activity oriented practice

Comparison with Secondary candidates

– Steve and Leigh: similar to the more and less successful secondary candidates: Textbook knowledge or Model-based reasoning

– Ken and Amy: different from secondary candidates: Science appreciation & Activity oriented practice


Ken and Amy: Rhetorical similarities but important differences in practice

Ken – having very limited fact-oriented view of scientific knowledge, leading him to reject facts as worthwhile goal

Amy – having naturalist’s view, emphasis on experience with nature, but with clearer goals and ideas about student development

Ken and Amy: Rhetorical similarities but important differences in practice

Ken – having very limited fact-oriented view of scientific knowledge, leading him to reject facts as worthwhile goal

Amy – having naturalist’s view, emphasis on experience with nature, but with clearer goals and ideas about student development


Key difference among candidates: ability to reconcile goals of learning and motivation

Leigh and Amy: looking for ways to help students see intrinsic interest of science

Ken and Steve: pursuing one goal at the expense of the other

Possible causes – the different levels of scientific knowledge – ways of thinking about science that the

candidates brought with them to the program.

Key difference among candidates: ability to reconcile goals of learning and motivation

Leigh and Amy: looking for ways to help students see intrinsic interest of science

Ken and Steve: pursuing one goal at the expense of the other

Possible causes – the different levels of scientific knowledge – ways of thinking about science that the

candidates brought with them to the program.

Learning from Field Learning from Field Experiences: Teacher Experiences: Teacher Candidates’ Goals and Candidates’ Goals and

PracticesPractices

Kelly Grindstaff, In-Young Cho, and Charles Kelly Grindstaff, In-Young Cho, and Charles W. AndersonW. Anderson

Looking at Classroom Practice: Looking at Classroom Practice: Data SourcesData Sources

Lesson Plan and Reports from four one-day Lesson Plan and Reports from four one-day lessons, and one three-day lessonlessons, and one three-day lesson

included goals for student learning, teaching included goals for student learning, teaching activities, assessment of student learning, and activities, assessment of student learning, and reflections on what they would do differentlyreflections on what they would do differently

Observations of classroom teachingObservations of classroom teaching Interviews about teachingInterviews about teaching Statements of teaching philosophyStatements of teaching philosophy

Foci of Case StudiesFoci of Case StudiesFoci of Case StudiesFoci of Case Studies

Personal background: experience with Personal background: experience with sciencescience

Teaching situationTeaching situation Ideas about what students should learn Ideas about what students should learn

and how students learnand how students learn Ideas about student and teacher roles in Ideas about student and teacher roles in

classroomsclassrooms Classroom practice and judgments about Classroom practice and judgments about

classroom practiceclassroom practice

Jared: what and how students Jared: what and how students (should) learn - reproducing (should) learn - reproducing

factfact The assessment for this section was the two The assessment for this section was the two

page handout that reviewed what the students page handout that reviewed what the students should have learned in the lectureshould have learned in the lecture - Lesson 1 - Lesson 1 Report, fall semesterReport, fall semester

The first big idea of the solar system is the Earth-The first big idea of the solar system is the Earth-centered Model …..The second big idea is the centered Model …..The second big idea is the Sun-Centered Model ….Sun-Centered Model …. - Lesson 2 Report, fall - Lesson 2 Report, fall semestersemester

They (the students) had to define what is They (the students) had to define what is sedimentary rock. A good definition is important sedimentary rock. A good definition is important for them. for them.

Jared: roles of teachers and Jared: roles of teachers and students - participationstudents - participation

If they feel bored, they won’t try to learn If they feel bored, they won’t try to learn I look at participation as the biggest thing …. I look at participation as the biggest thing ….

Because it (matters) more that they actually did Because it (matters) more that they actually did the work, they took the time to sit down, be quiet, the work, they took the time to sit down, be quiet, follow the directions ….follow the directions …. - Interview, spring semester- Interview, spring semester

When students are given a chance for hands-on When students are given a chance for hands-on work, they are more likely to do their work and work, they are more likely to do their work and participate more in classparticipate more in class - Lesson Plan and Report, spring - Lesson Plan and Report, spring semestersemester

Jared: perceptions of practice - Jared: perceptions of practice - unmotivated studentsunmotivated students

Summer is a student who can understand if she Summer is a student who can understand if she wants to pay attention in class. For the most part wants to pay attention in class. For the most part she does not ….she does not ….

I have to get them more involved and not just I have to get them more involved and not just filling out worksheets. This will be hard with so filling out worksheets. This will be hard with so many students who like to talk and not get any many students who like to talk and not get any work done. work done.

It is like in the few minutes before they got the It is like in the few minutes before they got the handout they forgot everything.handout they forgot everything.

They (the students) were having a hard time They (the students) were having a hard time following the chart and linking what they learned following the chart and linking what they learned in the lesson the day before to the lab. in the lesson the day before to the lab.

Jared: background & situationJared: background & situation

Earth science major and history minorEarth science major and history minor Senior year placement (4 hours per week) Senior year placement (4 hours per week)

in a lower track earth science class in an in a lower track earth science class in an urban school urban school

Dissatisfied with mentor teacherDissatisfied with mentor teacher Had attended a Catholic high school Had attended a Catholic high school High academic achievementHigh academic achievement Thought he would like to get a job in a Thought he would like to get a job in a

suburban middle schoolsuburban middle school

Jeff - what and how students Jeff - what and how students (should) learn - relevant facts(should) learn - relevant facts

My biggest concern in teaching is being able to My biggest concern in teaching is being able to relate this information, or any information for that relate this information, or any information for that matter, to my students’ lives. I believe that if matter, to my students’ lives. I believe that if students cannot see the things that we are students cannot see the things that we are talking about in class in the “real world” then talking about in class in the “real world” then they will be far less likely to retain or even reuse they will be far less likely to retain or even reuse this information. this information. - Lesson 1 Plan & Report, fall semester- Lesson 1 Plan & Report, fall semester

Jeff: roles of teachers and Jeff: roles of teachers and students - transmit factsstudents - transmit facts

We have pacing guides of things we need to We have pacing guides of things we need to cover in each unit, and these are more specific cover in each unit, and these are more specific scientific principles than a general understanding scientific principles than a general understanding of science as a whole. of science as a whole.

I decided on notes rather than a demo since I am I decided on notes rather than a demo since I am trying to get used to “putting things out.” … So I trying to get used to “putting things out.” … So I am limited by what information she (his mentor) am limited by what information she (his mentor) wants me to transmit.wants me to transmit. - interview, fall semester- interview, fall semester

Jeff: perceptions of practice - Jeff: perceptions of practice - success = relevant & funsuccess = relevant & fun

I was very pleased with the students’ response to I was very pleased with the students’ response to the lesson. I got satisfaction out of hearing the the lesson. I got satisfaction out of hearing the students point out parks that they had played in students point out parks that they had played in before ….The student really took to the map before ….The student really took to the map exercise. …They said things like,”can we color in exercise. …They said things like,”can we color in all the things or should we only do gravel mines all the things or should we only do gravel mines for now?” for now?” - 3-day Lesson Report, semester spring- 3-day Lesson Report, semester spring

Maybe there isn’t a much better way than I did it Maybe there isn’t a much better way than I did it today but that doesn’t mean I can’t keep today but that doesn’t mean I can’t keep searching for it. searching for it. - interview, fall semester- interview, fall semester

Jeff: background & situationJeff: background & situation

Biology major and chemistry minorBiology major and chemistry minor Senior year placement (4 hours per week) Senior year placement (4 hours per week)

in an urban middle school science in an urban middle school science classroom teaching earth science classroom teaching earth science

Felt experience was the best teacherFelt experience was the best teacher Average academic achievementAverage academic achievement Thought he would like to get a job Thought he would like to get a job

teaching high school biologyteaching high school biology

Educational philosophyEducational philosophy

Lisa Barab – everyone can learn scienceLisa Barab – everyone can learn scienceI strongly believe that all students can learn science. I strongly believe that all students can learn science. Therefore, I must find a way to teach it in a way that Therefore, I must find a way to teach it in a way that incorporates this belief. I plan to accomplish it by guiding incorporates this belief. I plan to accomplish it by guiding students through the process needed to develop a sound students through the process needed to develop a sound conceptual understanding of science. This process begins conceptual understanding of science. This process begins with activating the students’ existing knowledge to link with activating the students’ existing knowledge to link new knowledge to what they already know and understand new knowledge to what they already know and understand well.well.

Educational philosophyEducational philosophy

Mike Barker - importance of educational career in Mike Barker - importance of educational career in individual lifeindividual lifeAs a student and teacher, I have discovered the As a student and teacher, I have discovered the tremendous value education has in a person’s life. My goal tremendous value education has in a person’s life. My goal is to identify the students who have overlooked the is to identify the students who have overlooked the importance of learning and give them access to all the importance of learning and give them access to all the opportunities education offers. If I can do this for just a opportunities education offers. If I can do this for just a handful of students, my teaching career will be a complete handful of students, my teaching career will be a complete success. success.

Educational goals for Educational goals for science teachingscience teaching

Lisa Barab - conceptual understandingLisa Barab - conceptual understandingCConstructing conceptual understanding through onstructing conceptual understanding through scientific inquiry, incorporating students’ prior scientific inquiry, incorporating students’ prior knowledge and life experiences knowledge and life experiences - - My teaching of science will incorporate My teaching of science will incorporate application of scientific knowledge to practical application of scientific knowledge to practical life experiences and employ the significance of life experiences and employ the significance of science inquiry…Altogether, these will make science inquiry…Altogether, these will make learning science exciting and interesting, and learning science exciting and interesting, and more importantly understandable. more importantly understandable.

Educational goals for Educational goals for science teachingscience teaching

Mike Baker – transfer of knowledge and Mike Baker – transfer of knowledge and problem solving skillsproblem solving skillsMMake students become successful citizens in the ake students become successful citizens in the future by providing students with useful tools of future by providing students with useful tools of correct understanding of procedures and correct understanding of procedures and mathematical relationshipsmathematical relationships

- - In some circumstances, the best explanation In some circumstances, the best explanation may occur once the foundation is established, may occur once the foundation is established, which may take more than one lesson. On the which may take more than one lesson. On the other hand, offering a rudimentary explanation other hand, offering a rudimentary explanation will assist the students in remembering a set of will assist the students in remembering a set of patterns. patterns.

Perception of teacher’s and Perception of teacher’s and students’ rolesstudents’ roles

Lisa Barab – facilitator and critical thinker Lisa Barab – facilitator and critical thinker engaged in scientific inquiry engaged in scientific inquiry

- provoke students’ interest in classroom - provoke students’ interest in classroom activities activities

- careful analysis of students’ reasoning - careful analysis of students’ reasoning skills and understandingskills and understanding

- participate fun and plausible scientific - participate fun and plausible scientific inquiry process inquiry process

Perception of teacher’s and Perception of teacher’s and students’ rolesstudents’ roles

Mike Baker – transmitter and user of Mike Baker – transmitter and user of algorithmic toolsalgorithmic tools

- help students to accomplish their - help students to accomplish their academic potentialacademic potential

- provide students with key problem-- provide students with key problem-solving skills solving skills

- transfer of knowledge in a procedural - transfer of knowledge in a procedural formform

Personal background and Personal background and teaching situationteaching situation

Lisa Barab Lisa Barab

- - Physical chemist fatherPhysical chemist father

- High academic achievement- High academic achievement

- Science research experience- Science research experience

- Great interest in science- Great interest in science

- Teaching chemistry in suburban high - Teaching chemistry in suburban high school school

Personal background and Personal background and teaching situation teaching situation

Mike BakerMike Baker- - A manager of R& D technology in chemical A manager of R& D technology in chemical engineering company engineering company - High academic achievement- High academic achievement- Strong self-confidence in science content - Strong self-confidence in science content knowledge and teaching strategyknowledge and teaching strategy

- Positive attitude about science teaching- Positive attitude about science teaching- Teaching chemistry in suburban high school- Teaching chemistry in suburban high school

What shapes practical What shapes practical knowledge and performance in knowledge and performance in

science teaching ?science teaching ?

Educational philosophyEducational philosophy Educational goals for science teachingEducational goals for science teaching Perceptions of teachers’ role in science Perceptions of teachers’ role in science

classroomclassroom Classroom teaching situationClassroom teaching situation Personal prior knowledge and experiencesPersonal prior knowledge and experiences

ConclusionConclusion

Expectancy X Value ModelExpectancy X Value ModelExpectancy X Value ModelExpectancy X Value Model

The likelihood that an individual will expend effort on a task is proportional to the product of two factors:

1) the degree to which they value both the outcome of and engagement with the task (i.e., the product and the process)

2) the degree to which they expect to be able to perform that task successfully, provided they apply themselves

Zone of Proximal Zone of Proximal DevelopmentDevelopment

Zone of Proximal Zone of Proximal DevelopmentDevelopment

Practices a newcomer can carry out only with the support of more knowledgeable individuals

(e.g., Vygotsky, Lave; Wenger)

Combined FrameworkCombined FrameworkCombined FrameworkCombined Framework

Those practices that appear within an individual’s ZPD are those that she may not be able to successfully carry out independently, but they are practices she both values highly and has a high expectancy of success with support from us or others

PPractices candidate values and can

engage in with help

Practicescandidate can

engage inindependently

Z D

ImplicationsImplicationsImplicationsImplicationsWe try to convince candidates of the importance of We try to convince candidates of the importance of

our values byour values by--designing assignments consonant with our --designing assignments consonant with our values values --assigning grades for successful completion of --assigning grades for successful completion of these assignmentsthese assignments

We help increase expectancy for success by We help increase expectancy for success by providing scaffolded opportunities to learn more providing scaffolded opportunities to learn more about:about:--the learning process--the learning process--their content understanding--their content understanding--the students they teach--the students they teach

Implications (continued)Implications (continued)Implications (continued)Implications (continued)

Our goals may not have been reached because we may not have sufficiently understood our candidates’ ZPDs--For candidates who hold values consistent with our own, no problems arise (practices are within their ZPDs)--For other candidates, problems arise because the practices are outside their ZPDs. They may reinterpret our assignments to focus on practices that they valued more highly or for which they had a greater expectancy of success

ConclusionConclusionConclusionConclusion

What we hope to do:--modify our expectations of the candidates--try to modify their values and expectancies of success

Target goals:--create assignments that more consistently engage them in the practices that are within their ZPDs--help candidate develop more sophisticated teaching practices

Factors Affecting Factors Affecting Candidates’ PracticeCandidates’ Practice

Personal resources and values: Science Personal resources and values: Science knowledge and experience, insights into knowledge and experience, insights into students, core values and priorities, etc.students, core values and priorities, etc.

Culture of school and classroom: Culture of school and classroom: Resources, opportunities, valuesResources, opportunities, values

Culture of teacher preparation program: Culture of teacher preparation program: Resources, assignments, opportunities, Resources, assignments, opportunities, valuesvalues

ImplicationsImplications

Importance of school placements and Importance of school placements and experiences in schoolsexperiences in schools

Importance of experiences with science Importance of experiences with science and resulting knowledge and ideas about and resulting knowledge and ideas about the nature of sciencethe nature of science

Conceptual change problems in teacher Conceptual change problems in teacher preparation: We know better what we need preparation: We know better what we need to work onto work on

Please visit our website:Please visit our website:Please visit our website:Please visit our website:

http://SciRes.educ.msu.edu/TEScience/http://SciRes.educ.msu.edu/TEScience/Index.htmIndex.htm

http://SciRes.educ.msu.edu/TEScience/http://SciRes.educ.msu.edu/TEScience/Index.htmIndex.htm

A Longitudinal Study of Science Teacher Preparation Charles W. (Andy) Anderson, Gail Richmond, Ajay...

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