Perspectives and possibilities: Electronic interactivity and social constructivist teaching in a science, mathematics and technology teacher education program

Social constructivist perspectives on learning emphasise the cognitive and social activity of learners in co-constructing their knowledge. An introductory postgraduate unit offered by Curtin University’s Science and Mathematics Education Centre, and intended for the professional development of practicing teachers, was designed in accordance with the referent of social constructivism. In collaboration with Curtin’s Teaching Learning Group, Web-based modes of communication, including e-mail and a Discussion Room, were introduced to supplement existing ‘paper and mail’ distance education materials in order to facilitate richer student-tutor and student-student social interactions. We felt that such interactions had significant potential to support the desired learning activities and outcomes of the unit: critical self-reflection on participants’ classroom practices and professional beliefs. The participants were surveyed before, during and after the unit, and two were selected for case study analysis. The results indicate that the Web-based components of the unit (a) made participants’ study of the unit more enjoyable, (b) increased their feeling of being part of a community of learners, and (c) supported them in conducting rich, thoughtful reviews of both their teaching and their learning. We also identified a number of factors that can constrain distance learners’ access to, and educational use of, electronic communications

Analysing hypertextual discussion for connected knowing: Units of analysis

This paper identifies possible units of analysis when examining connected knowing in an online hypertextual environment. The units examined are the individual, the thread, and the group. Each is discussed, and the possible positives and negatives of each is cited in relation to the goal of analysing the hypertextual environment for evidence of connected knowing. As a result, a particular unit is suggested as being the most suited for examining connected knowing in hypertextual discussion, that of the group. Although intra-group analysis dominates this form of analysis, it does not discount the important role of inter-group hypertextual interactions. Supplementing the intra-group analysis with the units of thread and individual, identifies the group in relation to other groups and therefore places the group in context. Along with this is a brief examination of power relationships in a hypertextual environment specifically in relation to the goal of connected knowing

Expanding student teachers’ implicit theories about explanations for the science classrooms

This study explored student teachers’ implicit theories about explaining for the science classroom in three courses at diverse universities. Based on microteaching situations, the participants simulated explanations and discussed the elements they considered relevant for giving peer feedback. This led to the design of rubrics for peer assessment, which expressed their implicit theories about what a good explanation for the science classroom would look like. The three rubrics are presented and discussed in the light of the connections between teachers’ thinking and practice. Shulman’s ideas about professional teaching knowledge development, as well as negotiation of meaning, provide theoretical under-pinning for understanding and expanding student teachers’ thinking about explanations for the science classrooms.</p

Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs’ teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self‐investment in developing as teachers. The results presented herein contribute to an understanding of GTAs’ teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/1/tea21618_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/2/tea21618.pd

Teacher Explanations

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Science, Technology and Understanding: Teaching the Teachers of Citizens of The Future

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Science Education: Educating the Citizens of the Future

Science education has a role in developing thinking skills and approaches to reasoning and evidence on the part of students who will be citizens of the future. These skills include tolerance for, and the ability to function within, environments characterised by complexity and ambiguity. Science education can also help to develop a more global vision of citizenship. Many of the challenges facing citizens have a scientific dimension, and efforts to address these challenges have a long history in science education. This chapter outlines issues and approaches and some preliminary results, and suggests some future directions for teaching and research.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex

Science education for global citizenship

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