Exploring the relationship between secondary science teachers’ subject matter knowledge and knowledge of student conceptions while teaching evolution by natural selection

2016 ◽  
Vol 54 (2) ◽  
pp. 219-246 ◽  
Author(s):  
Margaret M. Lucero ◽  
Anthony J. Petrosino ◽  
Cesar Delgado
Keyword(s):  
Natural Selection ◽  
Science Teachers ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Secondary Science ◽  
Teaching Evolution ◽  
Student Conceptions ◽  
Secondary Science Teachers ◽  
Evolution By Natural Selection ◽  
The Relationship

scholarly journals An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 583
Author(s):  
Angelos Sofianidis ◽  
Maria Kallery
Keyword(s):  
Science Teachers ◽  
Subject Matter ◽  
Classroom Practices ◽  
Alternative Conceptions ◽  
Secondary Science ◽  
Holistic View ◽  
Pedagogical Content ◽  
Secondary Science Teachers ◽  
Student Questionnaire ◽  
Observation Tools

Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well.

scholarly journals Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021 ◽  
Vol 13 (14) ◽  
pp. 7963
Author(s):  
Michiel van Harskamp ◽  
Marie-Christine P. J. Knippels ◽  
Wouter R. van Joolingen
Keyword(s):  
Science Teachers ◽  
Citizenship Education ◽  
Renewable Energy Sources ◽  
Explicit Representation ◽  
Secondary Science ◽  
Added Value ◽  
Face To Face ◽  
Secondary Science Teachers ◽  
Environmental Citizenship ◽  
Teacher Professional

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context

2018 ◽  
Vol 27 (6) ◽  
pp. 550-565 ◽  
Author(s):  
Wenjin Vikki Bo ◽  
Gavin W. Fulmer ◽  
Christine Kim-Eng Lee ◽  
Victor Der-Thanq Chen
Keyword(s):  
Science Teachers ◽  
Secondary Science ◽  
Secondary Science Teachers ◽  
Interactive Simulations
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