Search
In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field
Resource
Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact…
Resource
In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment
Resource
We use an online Content Knowledge for Teaching (CKT) assessment that measures PSTs’ CKT in one science area: matter and its interactions. In this study, we analyzed process data from administering the online CKT matter…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Resource
In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Resource
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
Resource
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
Resource
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
Resource
This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
Resource
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
Resource
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS…
Developing and Using a Scalable Assessment to Measure Preservice Elementary Teachers' Content Knowledge for Teaching About Matter
Resource
There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However,…
Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework
Resource
Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized…
Resource
Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. Using phenomena and summary writing together might help student learning since it requires making connections…
Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
Resource
Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in…
Resource
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Assessment…