School of Education

Permanent link for this communityhttps://hdl.handle.net/2022/185

Browse

Now showing 1 - 13 of 13

Comparing the Low- and High-Performing Schools based on the TIMSS in the United States
(Egitim vd Bilim (Education and Science), 2014) Akerson, Valarie; Ceylan, Eren
Because school difference has been shown to be one of the determinants of students’ science performances, this study was carried out to investigate the differences between low- and high-performing schools in the United States based on TIMSS 2007. Discriminant analysis was conducted to explore the differences between low- and high-performing schools. The results revealed that the classified schools were significantly discriminated based on the six composite variables. Whereas using of inquiry-oriented activities were found to be encouraged in high-performing schools, teacher-centered activities were more often implemented in low-performing schools. As expected, socioeconomic status (SES) of the students was found to be one of the critical factors that explain the extent of variation of students’ science performances should be considered intensively by school administrations.
Designing and implementing meaningful field-based experiences for mathematics methods courses: A theoretical framework and a program description
(The Mathematics Educator, 2003) Akerson, Valarie; Morrison, Judith; Roth McDuffie, Amy
Performance-based approaches to learning and assessment are consistent with goals for standards-based instruction and show promise as a vehicle for teacher change. Performance assessment involves students participating in an extended, worthwhile mathematical task while teachers facilitate and assess their learning. We designed and implemented a project in an elementary mathematics methods course in which preservice teachers developed performance assessment tasks and then administered these tasks in K-8 classrooms. We present our guiding framework for this project, the project design, and the teaching and learning experiences for project leaders and preservice teachers. Recommendations and reflections are included for others intending to implement similar projects.
Developing an Online/Onsite Community of Practice to Support K-8 Teachers’ Improvement in Nature of Science Conceptions
(InTech, 2012-04) Akerson, Valarie; Townsend, J. Scott; Weiland, Ingrid S.; Nargund-Joshi, Vanashri
Research shows that teachers do not have adequate conceptions of science as inquiry and must be exposed to both content and pedagogical demands of inquiry to effectively teach using inquiry (Anderson, 2002). These results are especially unfortunate for the teacher and the learner because understanding of science as inquiry is reciprocally related to understanding important aspects of the nature of science (NOS) (Akerson, et al., 2008). This problem is coupled with the need to teach NOS and inquiry throughout all elementary grades (NSTA, 2000). Most elementary teacher preparation programs do not include specific courses on NOS or inquiry, and what teachers learn is usually embedded in a science methods course (Backus & Thompson, 2006). Certainly teachers can conceptualize and teach NOS once they understand it, are convinced of its importance, and have strategies to teach it to their own students. Professional development programs can help teachers attain these goals. We have found communities of practice (CoP) (Wenger, 1998) especially useful when working with inservice teachers in terms of helping them conceptualize and to teach NOS when used in an on-site professional development program (Akerson et al, 2009; Wenger, 2002). The CoP enabled the teachers to be committed to a vision of reform in their teaching, and to share ideas and provide peer feedback. To develop a COP there must be mutual engagement around a shared theme in which participants are engaged with colleagues, and share and respond to ideas in the context of the theme (in our case, NOS). In addition, a CoP should have a shared mission (joint enterprise) in which the community works toward a common purpose (for us, improving science teaching). Also, a CoP must include a shared repertoire of ideas, techniques, practices, terminology, as a needed outcome for the CoP and its participants (for us, shared strategies for NOS instruction) (Kerwald, 2008; Wenger, 1998; Wenger, 2006).
Examining the Impact of a Professional Development Program on Elementary Teachers’ Views of Nature of Science and Nature of Scientific Inquiry, and Science Teaching Efficacy Beliefs
(Electronic Journal of Science Education, 2013) Akerson, Valarie; Deniz, Hasan
We examined to what extent elementary teachers’ nature of science (NOS) and nature of scientific inquiry (NOSI) views, and science teaching efficacy beliefs change after a five-day professional development program designed to teach NOS and NOSI integrated with language arts. We found that elementary teachers improved their NOS and NOSI views, and one dimension of their science teaching efficacy beliefs at the end of the professional development program. Results of this study suggest that carefully designed professional development programs that provide NOS and NOSI instruction integrated with language arts may help elementary teachers improve their science teaching efficacy beliefs as well as their NOS and NOSI views.
Exploring Elementary Science Methods Course Contexts to Improve Preservice Teachers’ NOS of Science Conceptions and Understandings of NOS Teaching Strategies
(Eurasia Journal of Mathematics, Science, and Technology Education, 2014) Akerson, Valarie; Weiland, Ingrid; Park Rogers, Meredith; Pongsanon, Khemmawadee; Bilican, Kader
We explored adaptations to an elementary science methods course to determine how varied contexts could improve elementary preservice teachers' conceptions of NOS as well as their ideas for teaching NOS to elementary students. The contexts were (a) NOS Theme in which the course focused on the teaching of science through the consistent teaching and learning about NOS in all course activities, (b) Reflective NOS Teaching in which the course focused on developing explicit and reflective practice regarding NOS during portions of the semester, (c) Problem-Based Learning context in which local problem-based science scenarios were used to teach about NOS in an explicit and reflective manner, and (d) NOS embedded into Authentic Inquiry in which the learning and teaching of NOS occurred in conjunction with completing a long term science investigation suitable for use in elementary classrooms. We found that all preservice teachers improved in their conceptions of NOS in all four contexts, but to varying degrees. Preservice teachers described different strategies for teaching NOS by context. Our results show many contexts can be used to improve conceptions about NOS and the teaching of NOS, but certain contexts may support the learning of particular NOS ideas and the teaching of those ideas better than others.
Exploring the Potential of Using Explicit Reflective Instruction through Contextualized and Decontextualized Approaches to Teach First-Grade African American Girls the Practices of Science
(Electronic Journal of Science Education, 2014) Buck, Gayle; Akerson, Valarie; Quigley, Cassie; Weiland, Ingrid S.
Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other contexts; explicit reflective instruction utilizing contextualized and decontextualized activities. Classroom observations, copies of student work and planning documents were also collected and analyzed. The cumulative findings indicated that the decontextualized aspects of our science initiative had positive impacts on the girls’ understandings of observation and inference while the contextualized aspects of instruction supported an increase in their understandings of empirical evidence. The contextualized aspect of instruction appeared to hinder our efforts in regards to observation and inference. The results extend current understandings of the potential of using these approaches to teach first-grade African American girls the practices of science by supporting some of the aspects of these approaches and raising questions in regard to others.
Integrating the Nature of Science into Interdependent Relationships and Ecosystems
(Science and Children, 2014) Akerson, Valarie; Weiland, Ingrid; Blieden, Katherine
Throughout the lesson, we emphasized the students acting as scientists; however, our main focus was on how and why scientists use models. This aligns with the Next Generation Science Standard science and engineering practice Developing and Using Models, as the "organisms" served as models of live animals. Thus, we infused NOS by discussing that scientists collect empirical data by making observations and inferences and use models to represent natural phenomena.
More than Just Playing Outside: A Self-Study on Finding My Identity as an Environmental Educator in Science Education
(International Journal of Environmental and Science Education, 2015-05) Buck, Gayle; Gatzke, Jenna M.; Akerson, Valarie
The purpose of this study was to investigate the identity conflicts I was experiencing as an environmental educator entering a doctoral program in science education. My inquiry used self-study methodology with a variety of data sources, including sixteen weeks’ of personal journal entries, audio-recordings of four critical friend meetings, and three instructor evaluations completed by my students. Findings from this study show a progression of thoughts, emotions, and questions that came out of my comparisons of environmental education and science education, formal, and informal education, as well as three critical instances that led to an understanding of my own professional identity. Overarching connections were found within pedagogical practices. Implications regarding the need for life-long teacher reflection as well as suggestions for ways to build bridges across differing educational fields are discussed.
Nonfiction Know-How
(Science and Children, 2004-03) Akerson, Valarie; Young, Terrell A.
Children love nonfiction books, and their reading of such texts has shown a strong relationship between science achievement and informational reading and writing abilities (Bernhardt, Destina, Kamil, and Rodriguez-Munoz 1995). How can elementary teachers capitalize on this natural affinity and make the most effective use of nonfiction trade books in their classroom? There are numerous strategies to increase students' exposure to and facility with nonfiction. This article offers a few suggestions to help increase students' science learning and develop their literacy skills.
The NOS challenge: Thirty days of nature of science instruction for elementary students
(Science and Children, 2011-10) Buck, Gayle; Quigley, Cassie; Akerson, Valarie
In this article, we outline the 30-day unit, provide journal prompts, and give examples of student’s ideas through their quotes and journal entries. It is our hope that teachers will see the value and importance of teaching NOS aspects from an early age and take the NOS challenge!
Science the "Write" Way
(Science and Children, 2005-12) Akerson, Valarie; Young, Terrell A.
Learning to write well is a long process that comes through teacher modeling, instruction, practice, and feedback. Luckily, the writing process can be used to improve science learning, too. Here are a few good writing suggestions that integrate science while helping students develop their informational writing skills.
Teaching Science When Your Principal Says "Teach Language Arts"
(Science and Children, 2001-04) Akerson, Valarie
As an assistant professor of elementary science education, I teach many practicing teachers in graduate courses and teacher institutes. While some elementary teachers may avoid teaching science (Borko 1992; Enochs and Riggs 1990; Smith and Neale 1989), the elementary teachers who take my courses are generally very enthusiastic about teaching science and want to learn strategies to help them become better science teachers. These teachers believe that language arts are important and that science and other important disciplines can be supported by language arts, even with a reciprocal relationship (Akerson and Flanigan 2000; Dickinson, Burns, Hagen, and Locker 1997; Dickinson and Young 1998). Recently, however, several teachers have commented that principals tell them to focus on language arts and mathematics because those subject areas are being tested. While some teachers may be specifically told not to teach science, most are being asked only to emphasize language arts. This can make it difficult to satisfactorily meet state and national recommendations that indicate science content should be learned in kindergarten through high school. To help address this problem, teachers are seeking strategies that can help them focus on language arts while continuing to do a good job teaching science.
Utilizing an Iterative Research-Based Lesson Study Approach to Support Preservice Teachers’ Professional Noticing
(Electronic Journal of Science Education, 2016) Carter, Ingrid; Akerson, Valarie; Park Rogers, Meredith; Amador, Julie; Pongsanon, Khemmawadee
The purpose of this study was to explore how participation in iterative cycles of a modified model of lesson study could potentially provide preservice teachers opportunities to develop the ability to notice students’ science thinking. Using a case study approach, we examined how six preservice teachers illustrated aspects of professional noticing while engaged in a modified model of lesson study during an early field experience practicum. We analyzed video and artifacts from five lesson study cycles, mapped how the preservice teachers professionally noticed throughout each cycle, and examined interactions between the three components of noticing. Participants’ abilities to attend to student thinking ranged from general descriptions of how students were exploring and discussing the content, to detailing the specific actions and words of individual students (attending), and to identifying patterns of student thinking across the class and across the five lessons (interpreting). The preservice teachers were able to respond to students’ thinking at various levels, thus demonstrating the ability to engage in the three components of noticing and sometimes connected their observations (attending) to their interpretations and their responses to how students were thinking. We believe participants’ abilities to notice can be attributed to the iterative approach to our model of teaching, reflecting, and revising through the lens of assessing and revising lessons based on students’ learning needs in an authentic context. Finally, we conclude with recommendations for supporting preservice teachers as they further develop their abilities to professionally notice.

Browse

Browsing School of Education by Author "Akerson, Valarie"