System Building in Context: An Exploration of the Complex Environments of Elementary Science Reform and the Ways Districts Manage Relationships With Those Environments

Foster, Anna Evonne Tlam University of Michigan ProQuest Dissertations & Th 2025 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Many major reforms underway in American public school districts’ elementary science programs are the result of the release of the Next Generation Science Standards (NGSS) in 2013. More than a decade later, many districts are continuing to put the vision of those standards into practice. A problem for districts pursuing these changes is the complexity of their environments; that is, the array of governmental, commercial, research, community, and other organizations and interests seeking to influence improvement in elementary science. The purpose of this three-paper dissertation is to support efforts to improve elementary science by conceptualizing the environments of elementary science reform; exploring the intersection between those environments and specific strategies for district-level improvement; and analyzing strategies for reconciling new approaches to improving elementary science with legacy approachesThe first paper examines the ways district leaders engage those environments as they work to improve elementary science instruction in ways responsive the NGSS. Drawing on historic accounts of districts engaged in elementary science reform, this paper makes the claim that the organizational field supporting science education reform consists of specific categories of organizations that have maintained currency for decades and that subsets of these organizations appear to be more immediately salient to districts. The primary contribution of this paper is an organizational taxonomy that represents field-level organizations seeking to influence science education in elementary schools and that represents their relative salience for districts.The second paper explores how districts engage in system building to support NGSS aligned instruction in complex environments, the component parts of which are uncoordinated and variably aligned to these new standards. This paper draws on data collected as part of a comparative case study of system-building efforts in 13 districts including interviews, observations, and artifacts. Findings from this paper show that districts coordinate across a wide array of organizations in their environment, regardless of the specifics of their system building approaches. In doing so, organizations that are more proximal and/or more directly related to districts’ day-to-day functionality are more salient and may filter the more distal parts of their environment. This paper makes the claim that districts engage with a wide array of organizations, regardless of the approach they take to improving elementary science. The third paper examines how districts are working to put the vision of the NGSS into practice in elementary schools where existing structures, norms, and routines may complicate efforts to respond to these challenges. As in the previous paper, this study draws on interviews, observations, and artifacts collected as part of a comparative case study of system-building efforts in 13 districts. Findings from this paper illustrate that there are at least three distinct approaches—integrating, retooling, and skirting—that districts use to manage relationships between new efforts to improve science instruction and pre-existing structures, norms, and routines. Through three cases, this paper illustrates how these approaches help districts leverage internal strengths to mitigate enduring challenges of instructional improvement. This dissertation provides theoretical and empirical perspectives on the complex environments in which elementary science reforms are enacted and the ways districts manage relationships with those environments. In addition to providing frameworks for future scholarship, these papers highlight the need for science reformers, science educators, and districts leaders to be mindful of the contexts in which that work is enacted. .

An exploration of administrators' perceptions of elementary science: A case study of the role of science in two elementary schools based on the interactions of administrators with colleagues, science content and state standards

Brogdon, Lori-Anne Stelmark Teachers College, Columbia University ProQuest Dis 2015 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This research is a case study on the perceptions and attitudes of administrators in the area of elementary science and how their responses reflect agreement or dissonance with the perceptions of elementary teachers on the subject of science within the same district. The study used Likert-type surveys and interviews from both administrators and teachers on five key areas: 1) Attitudes towards science and teaching 2) Attitudes towards teaching science 3) Attitudes towards administrators 4) Time teaching science and 5) Attitudes about policy and standards. Survey data was analyzed within and across areas to identify similarity and difference within each group. The medians from the administrative and teacher surveys were then crossed referenced through the use of a Mann Whitney test to identify areas of similarity. Interview data was coded around three major themes: 1) Standards 2) Classroom Instruction and 3) Conversations. The findings show that even though administrators' perceptions favor the inclusion of science in the elementary classroom, both administrators and teachers in this study reported limited involvement from, and conversation with, each other on the topic of science education. Heavy reliance by the administrators was placed on the use of consultants to provide professional development in the area of science instruction and to review the use of state standards, resulting in limited conversation between administrators and teachers about science. Teachers reported a heavy reliance upon their colleagues in the area of science instruction and curriculum planning. In addition, both administrators and teachers reported a greater focus on math and English for classroom instruction. Findings in this research support implications that more focus should be placed on the role of administrators in the implementation of science instruction. Administrators can play a crucial role in the success of science programs at the building, district and state levels. Recommendations for further study include expanding upon the number of individuals surveyed and interviewed to develop a greater understanding of administrators' and teachers' perspectives of science, as well as a focus on the possible influences of the Common Core and Next Generation Science Standards in the elementary classroom.

초등 수학교육에서 데이터 기반 문제해결 수업 모형 개발

김한휘 서울대학교 대학원 2023 국내석사

With the advent of the 4th industrial revolution era, the explosive increase in knowledge and information demands a higher level of competency in solving complex problems and applying what has been learned in the context of life rather than acquiring fragmentary knowledge. In accordance with these changes, in the past, the ability to memorize a lot of knowledge and solve a given problem was valued, but now, data-driven problem solving capabilities that can make rational decisions based on data are required. Data-driven problem solving ability can be approached in two aspects: 'problem solving ability' and 'data-driven'. And ‘mathematics’ and ‘data science’ are highly valued as central fields for cultivating data-driven problem solving skills. The importance of mathematics and data science can also be seen in the 2022 revised curriculum. However, mathematics and data science learning in current school education has limitations in serving as a central subject for cultivating data-driven problem solving skills. The reason for this is, firstly, that although the possibility of using real-life data in education has increased, there are almost no cases in which data in real contexts are used in mathematics problem solving learning. Second, most data science education in school education tends to be conducted as a separate education, separated from general subjects, and is mainly focused on fostering computational thinking skills. Data-driven mathematics education can be considered as a way to overcome the limitations of mathematics and data science learning in school education and effectively develop data-driven problem solving skills. Research on data-driven education is continuously being conducted. However, most examples focus on data science itself. And rather than utilizing data within the curriculum context, the collection and analysis of data itself tends to be regarded as the purpose of instruction. In addition, looking at the cases so far, most of the studies on data-driven learning have been conducted in the context of secondary or higher education, and there is a lack of research on cases of data-driven learning and their effectiveness in the context of elementary education. Moreover, despite the emerging importance of mathematics and data science, there are few examples of mathematics education based on data science. Therefore, there is a need for research on data-driven mathematics education that can collect, analyze, process, and evaluate data in a practical context linked to mathematics subjects in the context of elementary education and make rational decisions based on data. Meanwhile, for effective data-driven convergence teaching and learning, teachers' systematic and prescriptive instructional design efforts are required. However, studies including systematic instructional design for data-driven learning are lacking. In addition, studies on data-driven instructional models and teaching strategies that instructors should take to conduct data-driven teaching and learning are insufficient. In particular, in the context of elementary education, it is necessary to conduct research on data-driven instructional models and teaching strategies that consider the characteristics of subjects. Therefore, this study developed a instructional model including teaching strategies that can be used to effectively plan and conduct data-driven problem solving classes in elementary school mathematics, and confirmed its internal and external validity. The research questions of this study are as follows. First, what are the data-driven problem solving instructional model in elementary school mathematics? Second, is the data-driven problem solving instructional model in elementary school mathematics internally valid? Third, is the data-driven problem solving instructional model in elementary school mathematics externally valid? To answer these research questions, design and development research methods were used. According to this method, model development, internal validation of the model, and external validation of the model were conducted in the order. First, in the model development stage, an initial instructional model and teaching strategy for data-driven problem solving classes in elementary school mathematics were derived through prior literature review and expert interviews. Secondly, internal validation, opinions were obtained from experts through two expert reviews. Based on the expert validation opinion, the 3rd instructional model and instructional strategy were derived. Finally, in the external validation stage, the external validity was verified by applying the modified and supplemented instructional model and teaching strategy to the field. External validation was conducted through pre/post-tests of the teacher's and learner's response to the class to which the class model was applied, the learner's data science-based problem solving skill, attitude toward learning mathematics, and data literacy. Based on the results, The final instructional model and teaching strategy were derived. The finally developed data-driven problem solving instructional model in elementary school mathematics is largely divided into 1)before class, 2)during class, 3)after class, and 4)overall class based on the execution time of class stage. The model consists of eight steps; ‘Preparation', ‘Guidance', ‘Support for understanding problems and data', ‘Support for data-driven problem solving', ‘Support for deriving results & Sharing', ‘Organization & Expansion of thinking', ‘Suggestion of additional data', ‘Support for reflection & Feedback'. The final teaching strategy consists of 27 teaching strategies and 62 detailed strategies that support each step of the instructional model. The conclusions of this study are as follows. First, the instructional model developed in this study has significance in terms of systematic design and utilization of data-driven problem solving classes in elementary school mathematics. Second, it has significance as a case of data-driven teaching and learning in elementary school mathematics. Third, the instructional model developed in this study can have a significant impact on the improvement of learners' data-driven problem solving ability. Fourth, the instructional model developed in this study can have a significant effect on the improvement of learners' attitudes toward learning mathematics. Fifth, the instructional model developed in this study can have a significant effect on the improvement of learners' data literacy. Sixth, the design and implementation of mathematics classes for data-driven problem solving learning requires environmental conditions. Based on the limitations of this study, suggestions for follow-up studies are as follows. First, it is necessary to conduct additional research targeting various grade groups in elementary schools or expand the research to middle and high schools. Through this, it is possible to seek refinement and generalization of instructional models and teaching strategies. Second, the instructional model of this study can be developed into a cross-curricular convergence instructional model that includes multiple subjects, not limited to one subject. Third, it is necessary to apply the model of this study from a long-term perspective and confirm its effect. Fourth, it is necessary to conduct a rigorous experimental design to verify the effectiveness of the instructional model of this study. Fifth, it is necessary to identify the cause of the affective area where no significant results were found. Sixth, it is necessary to prepare various data that can be used for education, and to develop and spread data-driven materials. 4차 산업혁명 시대가 도래하면서 지식, 정보의 폭발적 증가에 따라 단편적 지식의 습득보다 학습한 내용을 삶을 맥락에서 적용하고 복잡한 문제를 해결하는 역량에 대한 요구가 높아지고 있다. 이에 따라 과거에는 많은 지식을 기억하여 주어진 문제를 푸는 능력을 중요시하였다면, 현재는 수많은 데이터로부터 양질의 데이터를 수집, 분석, 처리하고 데이터를 비판적으로 평가하며 데이터에 근거한 합리적 결정을 내릴 수 있는 데이터 기반 문제해결 역량을 요구한다. 데이터 기반 문제해결력은 크게 ‘문제해결력’과 ‘데이터 기반’의 두 가지 측면으로 접근할 수 있으며, ‘수학’과 ‘데이터 과학’이 데이터 기반 문제해결력 함양을 위한 중심 분야로서 그 가치가 높다. 수학 및 데이터 과학 분야의 중요성은 2022 개정 교육과정에서도 확인할 수 있다. 그러나 현재의 학교 교육에서 이루어지고 있는 수학과 데이터 과학 학습은 데이터 기반 문제해결력 함양을 위한 중심 교과로서 역할 하는 데 한계가 있다. 그 이유는 첫째, 교육에서 실생활 데이터의 활용 가능성이 커졌음에도 불구하고 수학 문제해결학습에서 실제 맥락의 데이터를 활용하는 경우는 거의 전무하기 때문이며, 둘째, 학교 교육에서 대부분의 데이터 과학 교육은 일반 교과와 분리되어 별개의 교육으로 시행되는 경향이 있으며, 주로 컴퓨팅 사고력 함양에 초점을 두고 이루지기 때문이다. 이러한 학교 교육에서의 수학과 데이터 과학 학습의 한계를 극복하고 데이터 기반 문제해결력을 효과적으로 기르기 위한 방안으로 데이터를 기반으로 한 수학 교육을 고려할 수 있다. 데이터 기반 교육에 대한 연구는 지속적으로 이루어지고 있다. 그러나 대부분의 사례들이 데이터 과학 자체에 초점을 두고 있으며, 교과 맥락 안에서 데이터를 활용하기보다는 데이터의 수집 및 분석 자체가 수업의 목적으로 간주되는 경향이 있다. 또한, 그동안의 사례들을 살펴보면 데이터 기반 수업에 관한 연구들은 대부분 중등 혹은 고등 교육 맥락에서 이루어졌으며, 초등교육 맥락에서의 데이터 기반 수업 사례와 그 효과를 검증하는 연구는 부족한 상황이다. 그리고 수학 및 데이터 과학 분야의 중요성이 대두되고 있음에도 불구하고 데이터 과학을 기반으로 한 수학교육의 사례는 미비하며, 해당 교육이 실시되는 경우에도 도구적인 목적으로만 연계되는 경우가 대부분이다. 따라서 초등교육 맥락에서 데이터 분석의 기술 자체보다는 수학 교과와 연계된 실질적 맥락에서 데이터를 수집, 분석, 처리, 평가하며 데이터에 근거한 합리적 결정을 내릴 수 있는 데이터 기반 수학교육에 대한 연구가 필요하다. 한편, 효과적인 데이터 기반 융합 교수ㆍ학습을 실천하기 위해서는 교사의 체계적이고 처방적인 교수설계 노력이 요구된다. 하지만 데이터 기반 수업을 위한 체계적인 교수설계를 포함한 연구는 부족한 상황이며, 데이터 기반 수업을 통해 학교 현장에서 교육적 효과를 도출하기 위한 수업 모형에 대한 연구나 교수자가 데이터 기반 수업을 진행하기 위해 취해야 하는 교수전략에 대한 연구는 미비한 실정이다. 특히, 초등교육 맥락에서 교과의 특성을 고려한 데이터 기반 수업의 모형 및 교수전략에 대한 연구가 이루어질 필요가 있다. 이에 본 연구는 초등 수학교육에서 데이터 기반 문제해결 수업을 효과적으로 계획하고 진행하는 데 활용할 수 있는 교수전략을 포함한 수업 모형을 개발하고 그에 대한 내적 타당성과 외적 타당성을 확인하였다. 본 연구의 연구 문제는 다음과 같다. 첫째, 초등 수학교육에서 데이터 기반 문제해결 수업 모형은 어떻게 구성되는가?, 둘째, 초등 수학교육에서 데이터 기반 문제해결 수업 모형은 내적으로 타당한가?, 셋째, 초등 수학교육에서 데이터 기반 문제해결 수업 모형은 외적으로 타당한가? 이러한 연구 문제에 답하기 위하여 설계ㆍ개발 연구 방법을 사용하였으며, 모형 개발, 모형에 대한 내적 타당화, 모형에 대한 외적 타당화의 절차로 진행되었다. 먼저 모형 개발 단계에서는 선행문헌 검토 및 전문가 면담을 통해 초등 수학교육에서 데이터 기반 문제해결 수업의 초기 수업 모형 및 교수전략을 도출하였다. 두 번째 단계인 내적 타당화 과정에서는 초기 수업 모형 및 교수전략에 대해 두 차례의 전문가 검토를 실시하고 전문가 타당화 의견을 바탕으로 3차 수업모형 및 교수전략을 도출하였다. 마지막으로 외적 타당화 단계에서는 내적 타당화를 통해 수정 및 보완한 수업 모형 및 교수전략을 현장에 적용하여 외적 타당성을 검증하였다. 외적 타당화는 수업모형을 적용한 수업에 대한 교수자 및 학습자의 반응 측정, 학습자의 데이터 과학 기반 문제해결력, 수학 학습에 대한 태도 및 데이터 리터러시에 대한 사전ㆍ사후 검사를 통해 이루어졌으며, 해당 결과를 바탕으로 최종 수업 모형과 교수전략을 도출하였다. 최종 개발된 초등 수학교육에서의 데이터 기반 문제해결 수업 모형은 수업 단계의 실행 시기를 기준으로 크게 수업 전, 중, 후, 수업 전반으로 단계가 구분되며, ‘수업 준비’, ‘수업 안내’, ‘문제 및 데이터의 이해 지원’, ‘데이터기반 문제 해결 지원’, ‘결과 도출 지원 및 공유’, ‘정리 및 사고의 확장’, ‘추가 자료 제시 및 환류’, ‘성찰 지원 및 피드백’의 총 여덟 단계로 이루어져 있다. 최종 교수전략은 수업 모형의 각 단계를 지원하는 27개의 교수전략 및 62개의 세부전략으로 구성된다. 본 연구 결과를 통해 확인된 결론은 다음과 같다. 첫째, 본 연구에서 개발한 수업 모형은 초등 수학교육에서 데이터 기반 문제해결 수업의 체계적인 설계 및 활용의 측면에서 의의를 지닌다. 둘째, 초등 수학교육에서의 데이터 기반 수업 사례로서의 의의를 지닌다. 셋째, 본 연구에서 개발한 수업 모형은 학습자의 데이터 기반 문제해결력 증진에 유의미한 영향을 미칠 수 있다. 넷째, 본 연구에서 개발한 수업 모형은 학습자의 수학 학습에 대한 태도 증진에 유의미한 영향을 미칠 수 있다. 다섯째, 본 연구에서 개발한 수업 모형은 학습자의 데이터 리터러시 증진에 유의미한 영향을 미칠 수 있다. 여섯째, 데이터 기반 문제해결 활동을 위한 수학 수업 설계 및 실행은 환경적인 여건을 필요로 한다. 본 연구의 제한점을 중심으로 후속 연구를 위한 제언은 다음과 같다. 첫째, 초등학교 맥락에서 다양한 학년군을 대상으로 추가적인 연구를 수행하거나 중고등학교 맥락으로 연구를 확장하여 수업 모형과 교수전략의 정교화 및 일반화를 모색할 필요가 있다. 둘째, 본 연구의 수업 모형을 하나의 교과에 국한하지 않고 여러 교과를 포함하는 범교과적 융합 수업 모형으로 발전시킬 수 있다. 셋째, 장기적인 관점에서 본 연구의 모형을 적용하고 그 효과를 확인할 필요가 있다. 넷째, 본 연구의 수업 모형의 효과를 검증하기 위해 엄격한 실험 설계를 수행할 필요가 있다. 다섯째, 유의미한 결과가 나타나지 않은 정의적 영역에 대해 원인을 규명할 필요가 있다. 여섯째, 교육에 활용할 수 있는 다양한 데이터 확보와 데이터 활용 교수자료 개발 및 확산이 필요하다.

과학일지 쓰기가 초등학생의 과학 학업 성취도와 정의적 특성에 미치는 영향

곽민숙 부산교육대학교 교육대학원 2007 국내석사

본 연구에서는 초등학교 6학년 1학기 ‘지진’, ‘여러 가지 암석’, ‘우리 몸의 생김새’, ‘주변의 생물’ 단원에 대해 과학일지 쓰기를 적용하여 과학 학업 성취도와 정의적 특성에 어떤 영향을 주는지 알아보고자 하였다. 본 연구의 연구 결과는 다음과 같다. 첫째, 과학일지 쓰기는 초등학교 학생의 학업 성취도에 있어서 유의미한 효과를 미치지 않았다. 그러나 집단간 학습 수준별 분석에서 하위 집단의 학업 성취도는 매우 유의미하게 향상되었다. 둘째, 과학일지 쓰기는 과학과 관련된 태도, 과학 학습 동기, 과학 교과 불안도의 경우, 집단간 비교에서 유의미한 차이는 나타나지 않았으나 비교 집단에 비해 평균 점수가 대체적으로 조금씩 높은 경향을 보였으며 특히, 과학과 관련된 태도의 하위 영역 중 과학적 태도인 ‘자진성’과 ‘협동성’에서 유의미한 차이를 보였다. 또한 과학 학습 동기의 하위 요소인 ‘과학에 대한 자아 효능감’, ‘과학에 대한 피상적 전략’, ‘과학에 대한 기대’에서도 유의미한 차이를 보였다. 그리고 과학 교과 불안도에서는 하위 불안 범주인 ‘실험수행’에서 유의미한 차이가 나타났다. 셋째, 과학일지 쓰기는 학습 수준별 과학과 관련된 태도, 과학 학습 동기, 과학 교과 불안도에서 유의미한 차이를 나타내지 않았다. 그러나 중위 집단에서 과학과 관련된 태도의 하위 영역 중 ‘협동성’과 ‘끈기성’에서 긍정적 향상이 있었으며, 과학 학습 동기의 하위 요소인 ‘과학에 대한 자아 효능감’, ‘과학에 대한 기대’에서 유의미하게 차이를 나타내었다. 과학 교과 불안도의 경우, 하위 집단에서 ‘과학평가’에 유의미한 차이가 있었다. 넷째, 과학일지 쓰기를 활용한 수업에 대한 인식 설문조사에서 학생들은 일지쓰기가 수업 내용 이해와 기억에 대체로 긍정적인 영향을 미친다고 응답하였으며, 학습의 향상에 도움이 된다고 답하였다. 또한 교사와의 의사소통으로 인하여 잘못된 개념을 수정할 수 있고 교사와 가까워졌다고 느꼈다. 과학 인식 면에서는 과학을 흥미롭게 생각하였고 과학의 본성에 가까운 과학인식을 보여주었다. 다섯째, 과학일지 쓰기를 활용한 수업은 교사 자신에게 수업에 대한 반성의 기회가 되었으며 교수 방법의 개선 및 전문성 신장에 자극이 되었다. 또한 학생 개개인의 일지에 교사가 직접적으로 반응함으로써 좀 더 개별화된 교수-학습활동이 실행될 수 있었다. The purpose of this study is to find out the effect on academic achievement and science-related affective domain of elementary students though science journal writing about the units of Science textbook of the first semester of the sixth grade; the earthquake, the various rocks, the appearance of our body and the living things in surrounding Findings from this study areas follows: Firstly, writing science diaries did not yield significant impact on academic achievements of elementary students. However, when academic levels of each group were analyzed, the academic achievement of a lower group improved significantly. Secondly, although diary entries did not show great divergence when science related attitudes, science learning motives, and fear level for science subjects were compared among groups, general average scores were slightly higher than those of a control group. Especially one of subcategories of science related attitudes, ‘voluntariness’ and ‘cooperation’ as a science attitude proved to be distinctive. Also of lower ranks of science learning motives, ‘self-satisfaction for science’, ‘superficial strategies for science’, and ‘expectation for science’ turned out to be more discriminating. And for fear level for science subjects, its lower fear class, ‘experiment performance’ excelled. Thirdly, keeping science journals did not produce significance to science related attitudes, science learning motives, and fear level for science subjects among various academic levels. But a middle group was revealed to have more positive improvement in ‘cooperation’ and ‘perseverance’, both of which were lower categories of science related attitudes, and as subgrade of science learning motives, ‘self-efficiency for science’ and ‘expectation for science’ stood out. For fear level for science subjects, the lower group gained distinctive results from ‘science evaluation'. Fourthly, when surveys regarding their views on a science diary in lessons were conducted among pupils, they answered that diary entries gave positive impact on their understanding and memorization of lessons, helping improve their learning. Not only communication with teachers was correcting their misconception, but it made them feel closer to teachers. As a part of science recognition, they found science more interesting and displayed science recognition which was close to science nature. Fifthly, science lessons based on a keeping journal type were providing teachers with opportunities to look back on their lessons, encouraging them to improve teaching skills and sharpen their professionalism. More over, through responding to each pupil’s diary individually, they made it more possible to customize teaching and learning activities.

Developing Teacher Identity in Elementary Science: A Longitudinal Study on the Interaction Between Student Sensemaking and Teacher Identity

Akgun, Selin Michigan State University ProQuest Dissertations & 2024 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Promoting relevant, meaningful, and equitable science teaching learning environments for both teachers and students has become a critical objective for science education. To achieve this goal, fostering students' sensemaking experiences in science becomes critical. Working towards such a committed, and equitable sensemaking environment is closely connected to the developing identity trajectory of the science teachers. Teachers prioritize certain conceptions, beliefs, and practices in their science classrooms based on their personal prior experiences, conceptions of science teaching and learning within the larger parts of their institutional system, and instructional choices, and eventually practices in teaching science. These practices and conceptions connect back to their ever changing historical, social, and cultural backgrounds and experiences; their interactions and relationships with their communities and institutions; and therefore, to their teacher identities.Over the past decades, there has been robust research regarding teachers' identities, perceptions, and conceptions of teaching science. In addition, most research on science teacher identity has been on personal histories of teachers and how they shape and reveal certain science identities. This emphasis on personal stories reflects on individualistic view on science teacher identity and crafted by mainly utilizing data sources such as written or oral reflections and teacher interviews. Therefore, several scholars claimed that more research on the nature and characteristics of the contexts and systems are needed to understand the ways that identity is influenced by multiple histories of participation.Considering there is still much to learn about how we can capture and interpret the meaning behind science teacher identity to make critical implications on teacher development and student sensemaking in science, this study has two main aims a) investigating the relationship (interaction) between teacher's changing practice and students' sensemaking experiences in learning and doing science, b) investigating an elementary teacher's developing identity to teach science considering her personal history and changing conceptions and practices on science teaching over years.To do so, I conducted a single case study using longitudinal qualitative research (LQR). I specifically zoomed in on Ms. Spark's use of sensemaking practices while teaching 3rd grade science. Data sources include detailed observation field notes, individual interviews with Ms. Spark, and student work and artifacts over three years (between 2018 and 2023).The findings present the journey of an experienced teacher, Ms. Spark, as she keeps developing a reform-based mindset in teaching elementary science using PBL-oriented curriculum materials and sensemaking practices. This study has important implications for teacher education, professional development, curriculum, and instruction.The evidence indicates that sensemaking practices can be used as a tool and support for pre-service and in-service elementary teachers as they learn to teach science in a sensemaking, equity, and justice-oriented vision. The sensemaking practices provided a mindset and set of pedagogical guidelines for the teachers where they can leverage equity and justice-oriented, humanizing approaches to science teaching in defining, redefining, and implementing their teaching practices. In addition, this research contributes to our understanding of how a teacher's personal background and positionality, as well as their experiences with other collective and systemic structures (besides the university methods course), such as their current and future relationships with their field placements, school administrations, district leaders, curriculum coordinators, research partners, or their colleagues could help researchers to capture the complexity of developing teacher identity.

Tales of Wonder: A Narrative Inquiry of Elementary Girls’ Science Stories

Mcgough, Julie Valentine ProQuest Dissertations & Theses The University of 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Science experiences in early elementary classrooms have the potential to foster young children’s curiosity and enthusiasm for how the world works. However, many school districts place more emphasis on reading and math leaving little time for science. This narrative inquiry study focused on the stories of three early elementary girls to describe and understand how they engaged in and made sense of science thinking while participating in integrated science experiences in a combined first and second grade classroom. Using Dewey’s (1938) lens of quality experiences, to examine field texts and teacher reflection during this study illuminated both physical and cognitive affordances of this early elementary classroom that enabled these girls to engage daily in the practices of science. In turn, these daily experiences supported the development of sophisticated science thinking. Drawing on the characteristics of this classroom environment and the science experiences of the girls in this study, teacher education programs might look for ways to offer preservice teachers’ opportunities to observe and reflect on children’s science learning experiences. In turn, this could improve science teacher preparation to support high-quality science learning opportunities, including ongoing professional development that supports quality science instruction and positive attitudes about science. Further narrative studies could contribute to the knowledge of how young children think about science concepts and what classroom affordances support their thinking.

Using the Practices of Science in Elementary Schoolyard Inquiry Investigations

Hedenstrom, Mary Norell ProQuest Dissertations & Theses University of Minn 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The goal of this study was to explore how elementary students engage with and make sense of the practices of science when involved in authentic scientific investigations guided by student-generated questions. Since communication and collaborative work are inherent in the practice of science, the study used students' in and out-of-class interactions and discourses to understand more about how elementary students engaged in the practices of science (PoS). Whole-class discussion, small-group discussion, and written artifacts were analyzed using qualitative methods to discover the types of discussions students engaged in, the levels of the rigor of the discussions, and the purposes of the different contexts for the enactment of the practices (Kelly, 2014). In order to answer the research questions related to elementary students' ways of participating in various practices of science (PoS) such as observation, experimentation, argumentation, and collaboration, the researcher used qualitative case study methods. These methods included in-and-out-of-call observations, student artifacts, audio recordings of students' conversations and discourses during peer-to-peer, whole class, and student-teacher interactions, and informal conversations with students and the teacher. The data were analyzed using constant comparative methods whereby generating themes that captured broad as well as specific nature of ways in which students and teacher interacted with PoS.The analysis of the data showed that peer-to-peer discussion was central to inquiry pedagogy and learning and practicing the PoS for understanding science. The students benefitted from models of PoS to both get familiarized with the PoS and later replicate those in their learning. Similarly, small group interactions seemed to provide more opportunities for students to speak and use the language of science in a non-threatening environment. This environment allowed for students to share their ideas more openly and frequently. This research would contribute in the areas of student engagement in science practices, teacher's role in promoting PoS in science teaching and learning, curriculum development with a focus on PoS, and linking citizen science with PoS to improve everyday understandings of science. Additionally, this study could add to the understanding of the importance of local problems as authentic local contexts to learn about PoS including the skills of design solutions. The broader impact of this study may be in student involvement in citizen science projects, local environmental justice projects, and school community projects.

Approximations of practice in the preparation of prospective elementary science teachers

Nelson, Michele M University of Michigan 2011 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Elementary teacher education involves learning to teach science. Even in elementary school, teaching science is demanding work---teachers must orchestrate a complex set of teaching practices to support students' science learning. This dissertation examines the application of Grossman and colleagues' (2009) cross-professional learning framework, highlighting approximations of practice in the form of simulated teaching experiences, to support prospective elementary teachers in learning to teach science. Specifically, approximations of practice focused on investigation lessons or lesson portions were designed and incorporated into an undergraduate elementary science teaching methods course. Using qualitative research methods, I studied relationships between four prospective teachers' approximations of practice and their instructional approaches, ideas about, and confidence in teaching elementary science investigation lessons. I also examined prospective teachers' perceptions of the utility of approximations of practice in learning to teach elementary science. Data analyses indicate that approximations of practice served several functions. Less-authentic yet highly-supported approximations of practice provided opportunities to experience investigation lessons from teacher and student perspectives. Other approximations of practice allowed teachers to focus on parts of science lessons in elementary classrooms. Full-length science lessons in elementary classrooms provided learning opportunities aligned with authentic daily teaching responsibilities. All approximations of practice afforded opportunities to develop practice, ideas, and confidence. Prospective teachers' reflections identified benefits and constraints of learning to teach by approximating practice. Considered individually and together, approximations of practice informed and were informed by prospective teachers' evolving ideas about and confidence for teaching investigation lessons. Curriculum materials and cooperating teachers also influenced prospective teachers' instruction, ideas, and confidence. Findings support a theoretical model that positions approximations of practice, ideas about investigation lessons, confidence for science teaching, and other individually-relevant factors as highly interrelated, dynamic constructs. This dissertation study shows that approximations of practice supported prospective elementary teachers' development of instructional approaches, ideas, and confidence for teaching investigation lessons earlier than anticipated: prior to student teaching. Additionally, study findings provide insights into theory and practice of elementary science teacher education, and teacher education more broadly. Thus, this dissertation provides evidence that approximations of practice support the preparation of well-started beginning elementary science teachers.

우리나라 初等科學 敎育의 變遷에 관한 硏究

이일영 수원대학교 교육대학원 1993 국내석사

This paper is aimed at furnishing data which will be of helf in developing science education, researching chronologically the features in the policy and curriculum of science education, in elementary science edcation in our country. First, it researches chronologically the background of science edcation, focusing on the fact that politics and society have had an effect on education, studying the process of the changes in science education through the historical intricacies of our country. Second, it analyzes the policy of science education based on the political, social and economic demands of enach period. Third, it researches chronologically the features of curriculum : the formation and the aim of curriculum, edcucation and guidance in elementary science eduation. For these purposes, in this paper we refer to documents : and both research and analyze the documents of science education, giving an explanarory note on the curriculum, the pre-treatises and the publications. The conclusion can be summarized as follows : first the theory of curriculum has been changed and the principies, which education sought, have been dominated bby the changes in the policy and ideology of our country according to the political social changes. Therefore science education has been developed wihtout confirming a positive aim. That is, the original aim has drifted because the basic principle and the object of amendments, by the policy of science education, has always emphasized the university in national policy. To carry this out ignored the Law of Education and was inconsistent logically. So now, a curriculum policy will have to be consistent and solid,by keeping and carrying out the reform measures which have been founded through carrying out the pre-curriculum. Second, from the first period of education in modern korea to the second the curriculum emphasized the ability and the attitude to apply science in real life activeties. In the third period the understanding of the basic concepts and the methods of inverstigation was emphasized. The fourth period included the definitive aim and the fifth included the deepest catagory of aim. But the aim of the curriculum did not match with that of the students grodes. Therefore, it seems that there has been lack of appropriatness and standards in the construction of the sustance for studies. Accordingly, the education system will have to establish goals for curriculum development to succeed in achieving the aims of the emendmnt, First by moving intentionlly step by step to macth appropriate study materials to the students' grade, and scond to organize approgriate substance for studies. Third, in the area of guidance, until the second period of a curriculum developement, science study was concerned with life in general. But from the third period, studying was achieved through investigation around the basic concepts of science. From the view point that the substance of studying is an experience for forming a good gronding in science. So far, the quantity and standard of studying has not been proper to the substance of studying. Therefore science education, which consists of a reasonable substance in the quantity and standards of studing, must be presented. Fourth, the features of science education, in the second period of alcurriculum development included practical sustance for the most part, and practical and pure science were carried out, but, gradually, converted systematically. In the third period studies were achieved through inverstigation around basic concetps of science, but which were consistent with centralization. Therefore, now, the areas and the real situations of a school must be considered. that is, a curriculum which is proper to decentralization must be carried out. To realize a reasonable and effective education in science like this, the support of the goverment must implement the substantial fiances administration over a long period of time. It is neccessary for the present teachers to have an active attitude.

The impact of science methods courses on preservice elementary teachers' science teaching self-efficacy beliefs: Case studies from Turkey and the United States

Bursal, Murat University of Minnesota 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Four case studies in two American and two Turkish science methods classrooms were conducted to investigate the changes in preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs during their course periods. The findings indicated that while Turkish preservice elementary teachers (TR sample) started the science methods course semester with higher PSTE than their American peers (US sample), due to a significant increase in the US sample's and an insignificant decline in the TR sample's PSTE scores, both groups completed the science methods course with similar PSTE levels. Consistent with Bandura's social cognitive theory, describing four major sources of self-efficacy, the inclusion of mastery experiences (inquiry activities and elementary school micro-teaching experiences) and vicarious experiences (observation of course instructor and supervisor elementary teacher) into the science methods course, providing positive social persuasion (positive appraisal from the instructor and classmates), and improving physiological states (reduced science anxiety and positive attitudes toward becoming elementary school teachers), were found to contribute to the significant enhancement of the US sample's PSTE beliefs. For the TR sample, although some of the above sources were present, the lack of student teaching experiences and inservice teacher observations, as well as the TR samples' negative attitudes toward becoming elementary school teachers and a lack of positive classroom support were found to make Turkish preservice teachers rely mostly on their mastery in science concepts, and therefore resulted in not benefiting from their science methods course, in terms of enhancing their PSTE beliefs. Calls for reforms in the Turkish education system that will include more mastery experiences in the science methods courses and provide more flexibility for students to choose their high school majors and college programs, and switch between them are made. In addition to the mastery experiences contributing to the PSTE beliefs, this study reported that preservice elementary teachers' unawareness of their science misconceptions also results in enhancing their self-efficacy, which is troublesome. Revisions in science content courses to employ inquiry activities, designed for addressing and correcting students' misconceptions, are recommended to overcome teacher candidates' lack of science competency and negative attitudes toward science.