Science teachers' conceptual growth within Vygotsky's zone of proximal development

Jones, M. Gail; Rua, Melissa J.; Carter, Glenda

doi:10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.3.co;2-u

Cited by 6 publications

(6 citation statements)

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“…This is demonstrated by the peer interactions in Jones, Rua, and Carter (1998), the peer mentoring in Forbes (2004), the Critical Friends Group (CFG) described in Windschitl, Thompson, and Braaten (2011) and the collaborative content representation (CoRe) building in Williams, Eames, Hume, and Lockley (2012). In the earliest example, Jones, Rua, and Carter (1998) paired seven elementary and middle school NHTS with seven teachers who had five or more years of teaching experience. By scoring pre-and post-concept maps, it was determined that peer-mediated learning stimulated teachers' content knowledge growth.…”

Section: Summary and Research Directions: Assessmentmentioning

confidence: 99%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

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National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to teachers of science in their first five years of teaching. An examination of several national standards documents resulted in six broad areas that frame this review: Content and Curricular Knowledge, Learners and Learning, Professional Practice and Learning Environments, Equity, Assessment and Professionalism. It is evident from the review of identified articles that NHTS are capable of much more than has been envisioned and discussed previously, and that they are in a unique period in which their knowledge and abilities are being modified rapidly. This review points to the need for well-configured induction programmes, and the importance of the alignment between initial certification programmes and induction programmes. Finally, this review suggests several areas that are in need of study, such as how NHTS build their knowledge about learners and learning, and assessment. This review begins to fill the 'gap' in our understanding of science teacher development by specifically examining NHTS.

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Section: Summary and Research Directions: Assessmentmentioning

confidence: 99%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

View full text Add to dashboard Cite

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“…In their book on designing professional development for science teachers, Loucks-Horsley, Hewson, Love, and Stiles (1998) continually stress the benefit of learning as part of a community. In an interesting case study of professional development, Jones, Rua, and Carter (1998) document how science teachers experienced growth within a ZPD, where more experienced colleagues were able to act as mentors to their younger colleagues. The implication is that the ZFI becomes less threatening and better defined for those participating in a community of practice.…”

Section: Vygotsky's Developmental Psychology and Social Interactionmentioning

confidence: 99%

How much curriculum change is appropriate? Defining a zone of feasible innovation

Rogan

2007

Science Education

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The article grapples with the question of how much curriculum change is appropriate in a given context and in a given time frame. How can a balance be struck between stagnation, on the one hand, and the promotion of unrealistic innovation on the other? In answer to this dilemma, the concept of a zone of feasible innovation (ZFI) is proposed and explored, drawing on the literature of school development, teacher professional development, and of developmental psychology, the work of Vygotsky in particular. A series of procedures are suggested to help define the nature and scope of a ZFI in any given situation. Finally, vignettes from case studies of innovation in science education are evoked to provide real-life counterpoints to the theoretical constructs of the literature.

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“…In the case of each of the components, the median (Mdn), Z= is a test statistic for the normal approximation test and is reported only when the X factor has two levels; S= gives the sum of the rank scores and is reported only when the X factor has two levels and measures the effect size (r) which is calculated by dividing Z by the square root of N (r = Z / √N). The summary for each of the components is (Jones, Rua, and Carter 1998;Carter, and Jones, 1994;Forman, and Cazen, 1985).…”

Section: Overview Of Copper Oxide Activitymentioning

confidence: 99%

guided-inquiry based laboratory instruction: investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

Gupta

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The Chemistry Laboratory: Overview of the Three Courses in the Study…………………………………………………………………... Study Participants……………………………………………………. Data Collection………………………………………………………………... Data Analysis………………………………………………………………….. vi Hoyo Rubric…………………………………………………………... York Technical College (YTC) Rubric……………………………… Results and Discussion……………………………………………………….. Distribution(s) for Groups in the Study…………………………….. Baseline Comparison for 177L, 167L, 401L for Scores on First Laboratory Activity…………………………………………………... Distribution(s) of Traits Based on YTC Rubric……………. Test(s) of Significance………………………………… Distribution(s) of Scores Based on Hoyo Rubric…………… Test(s) of Significance………………………………… Correlations…………………………………………………………… Two-Way ANOVA Tests……………………………………………... Effect of Time and Course on YTC Score…………………………... Effect of Treatment and Time on YTC Score………………. Effect of Time and Course on Hoyo Score………………………….. Effect of Treatment and Time on Hoyo Score……………… Inter-Rater Reliability………………………………………………... a) The YTC Rubric…………………………………………… b) The Hoyo Rubric…………………………………………... Conclusion(s)………………………………………………………………….. Limitations……………………………………………………………………. Further Studies……………………………………………………………….. References……………………………………………………………………... CHAPTER 5: CONCLUSIONS……………………………………………………... vii General Conclusions………………………………………………………….. Future Investigations…………………………………………………………. APPENDIX A. Bauer's ASCI v.2……………………………………………………. APPENDIX B. Test of Logical Thinking (TOLT) Instrument……………………..

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Science teachers' conceptual growth within Vygotsky's zone of proximal development

Cited by 6 publications

References 0 publications

Supporting newly hired teachers of science: attaining teacher professional standards

Supporting newly hired teachers of science: attaining teacher professional standards

How much curriculum change is appropriate? Defining a zone of feasible innovation

guided-inquiry based laboratory instruction: investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

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