Impact of Backwards Faded Scaffolding in an Astronomy Course for Pre-service Elementary Teachers based on Inquiry

Slater, Stephanie J.; Slater, Timothy F.; Shaner, A. J.

doi:10.5408/jge_nov2008_slater_408

Cited by 38 publications

(23 citation statements)

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“…It was found that there was statistically significant difference after application of SSI modules and micro-teachings. In the literature, there are several studies on development of pre-service teachers' self-efficacy and mostly, STEBI-B is used as both pre-test and post-test for measuring selfefficacy before and after an intervention (El-Deghaidy, 2006;Hetcher, 2010;Palmer, 2006;Slater, Slater, Shaner, 2008).…”

Section: Discussionmentioning

confidence: 99%

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Muğaloğlu¹,

Küçük²,

Güven³

2016

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teaching and assessing SSI, were followed by micro-teachings on selected SSI. At the end of six weeks, significant difference was found between pre and post-modified STEBI scores. Besides, there was a significant difference between pre and post scores on Personal Socio-scientific Issues Teaching Efficacy subscale, while no significant difference is reported on Socio-scientific Issues Teaching Outcome Expectancy subscale. The paper includes some suggestions for inclusion of SSI in science classes and for further studies on teaching efficacy on SSI.Key Words: Socio-scientific issues, self-efficacy beliefs, pre-service science teachers. Uludağ Üniversitesi Eğitim Fakültesi Dergisihttp://kutuphane.uludag.edu.tr/Univder/uufader.htm E.Z. Muğaloğlu ve ark. / Eğitim Fakültesi Dergisi 29 (1), 2016, 95-110 96Fen Bilimleri ÖğretmenAdaylarının Sosyo-Bilimsel Konuları Öğretmedeki Özyeterlilik İnançları ÖZET Bu çalışma, fen bilimleri öğretmen adaylarının sosyo-bilimsel konuları öğretme hakkındaki öz-yeterliklerini incelemeyi amaçlamaktadır. Çalışmaya, 23 son sınıf fen bilgisi öğretmen adayı katılmıştır. Fen Öğretimi Yeterlik İnanç Ölçeği'ne (STEBI), bilimsel konulardan ziyade sosyo-bilimsel konulara vurgu yapılarak uyarlama yapılmıştır. Uyarlanan ölçek, uygulanan eğitim öncesinde ve sonrasında katılımcılara uygulanmıştır. Altı hafta boyunca uygulanan eğitim, sosyo-bilimsel konuların doğası, sosyo-bilimsel konuların öğretimi ve ölçülmesi hakkında üç modül ve seçilen sosyo-bilimsel konular hakkında hazırlanan mikro-öğretimleri içermektedir. Altı haftanın sonunda, uyarlanan ölçeğin ön ve son-test sonuçları arasında istatiksel olarak anlamlı bir fark bulunmuştur. Ayrıca, Kişisel Sosyobilimsel Konuların Öğretilmesi Yeterliği altölçeğinde de ön ve son-test sonuçları arasında anlamlı bir fark bulunurken, Sosyo-bilimsel Konuların Öğretilmesi Başarı Beklentisi alt ölçeğinde ön ve son-testler sonucunda istatiksel olarak anlamlı bir fark bulunmamıştır. Çalışmada, sosyo-bilimsel konuların fen derslerine dahil edilmesi ve sosyo-bilimsel konuları öğretimi yeterliği hakkında gelecek çalışmalar için öneriler sunulmaktadır.Anahtar Sözcükler: Sosyo-bilimsel konular, öz-yeterlilik inançları, fen bilimleri öğretmen adayları.

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Section: Discussionmentioning

confidence: 99%

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Muğaloğlu¹,

Küçük²,

Güven³

2016

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…This introduction to the curriculum came in a learner/teacher sequence, so that participants first experienced the curriculum from a 'learner hat' perspective, before they were asked to consider the curriculum from a 'teacher hat' perspective. In experiencing the curriculum as a learner, the participants engaged in the entire nine days of the module(s); modules that were developed in alignment with Slater, Slater, and Shaner's (2008) backward faded scaffolding inquiry, so that participants and subsequently students experience three experiments with increasing levels of independence. During the 'learner hat' experiences, the project leadership team instructed the participants by modeling reformed teaching practices such as encouraging students to make predictions, estimations and hypotheses and devising means for testing them (Piburn et al, 2000).…”

Section: Science Teaching Orientations and Technology Toolsmentioning

confidence: 99%

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

Campbell

Zuwallack

Longhurst

et al. 2014

International Journal of Science Education

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This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information Transmission (IT) and Struggling with Standards-Based Reform (SSBR) profiles were found at the beginning of the PD, while SSBR and Standards-Based Reform (SBR) profiles were identified at the conclusion of PD. All profiles exhibited Vision I beliefs about the goals and purposes for science education, while only the SBR profile exhibited Vision II goals and purposes for science teaching. The IT profile demonstrated naïve or unrevealed beliefs about the nature of science, while the SSBR and SBR profiles had more sophisticated beliefs in this area. The IT profile was grounded in more teachercentered beliefs about science teaching and learning as the other two profiles revealed more student-centered beliefs. While no beliefs about technology-enhanced tools were found for the IT profile, these were found for the other two profiles. Our findings suggest promising implications for (a) Roberts' Vision II as a central support for reform efforts, (b) situating technologyenhanced tools within the beliefs about science teaching and learning dimension of science teaching orientations, and (c) revealing how teacher orientations develop as a result of PD.

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“…During the year of PD, in total, two (7-9 days) curriculum modules were developed by the PD leadership team and used as PD learning anchors for teacher participants and their students. Each module was developed in alignment with a modified version of Slater et al (2008) backward faded scaffolding inquiry, whereby the learner experiences increasing levels of independence through three iterations of cohesive investigations. To offer a better sense of the educative curriculum used in the project and the subsequent teacher and student technology-supported reformed-based experiences, a vignette from an exemplar module is highlighted in Table 1.…”

Section: Professional Developmentmentioning

confidence: 99%

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

et al. 2015

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While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technologysupported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

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Impact of Backwards Faded Scaffolding in an Astronomy Course for Pre-service Elementary Teachers based on Inquiry

Cited by 38 publications

References 0 publications

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

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