De Vries / Keulen / Peters Professional Development for Primary Teachers in Science and Technology

2011
ISBN: 978-94-6091-713-4
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 9, 297 Seiten

Reihe: INTERNATIONAL TECHNOLOGY EDUCATION SERIES

This book presents the research output of the Dutch project VTB-Pro, an internationally-oriented project that aimed at providing primary school teachers with the knowledge, abilities and attitudes that are necessary to implement science and technology education in their classes. An introductory chapter by Wynne Harlen and Pierre Lena positions this project in the international context. From the Foreword by Dr. Michel Rocard: I have been pleased to discover the VTB-Pro three-years project carried in the Netherlands (Broadening technological education in primary school). Focusing on professional development of teachers and presenting first hand testimonies and research, the present book demonstrates how to deal with this issue, so critical for a renewed pedagogy. With proper methods, the knowledge of science, the interest in science and technology, the pedagogical skills can all be improved among teachers who often have no or little affection for science.

Autoren/Hrsg.

De Vries, Marc J.

Keulen, Hanno van

Peters, Sylvia

Molen, Juliette Walma van der

Inhaltsverzeichnis

1;Professional Development for Primary Teachers in Science and Technology;4
1.1;TABLE OF CONTENTS;6
1.2;FOREWORD;8
1.2.1;NOTES;8
1.3;PREFACE;9
1.4;1. INTRODUCTION TO THE THEME;12
1.4.1;INTRODUCTION;12
1.4.2;WHY START SCIENCE IN THE PRIMARY SCHOOL?;12
1.4.2.1;Benefits of an early start to science education;14
1.4.3;THE GOALS OF PRIMARY SCIENCE;14
1.4.3.1;Ideas of science;15
1.4.3.2;Ideas about science;15
1.4.3.3;Skills;16
1.4.3.4;Attitudes;16
1.4.4;LEARNING EXPERIENCES IN PRIMARY SCIENCE;17
1.4.4.1;Neurosciences and learning;17
1.4.4.2;Implications for children’s experiences;18
1.4.4.3;Diversity among children;19
1.4.5;A RENEWED PEDAGOGY;20
1.4.5.1;A broad meaning of inquiry-based science education;20
1.4.6;TEACHER PROFESSIONAL DEVELOPMENT`;22
1.4.6.1;Teachers and science;22
1.4.6.2;Teachers and inquiry in the classroom: from novice to expert;23
1.4.6.3;Formative evaluation of teachers’ practice;24
1.4.7;A WORLDWIDE MOVEMENT IN RENEWED SCIENCE EDUCATION`;24
1.4.7.1;CONCLUSION;25
1.5;PART I KNOWLEDGE AND SKILLS IN SCIENCE AND TECHNOLOGY PROFESSIONAL DEVELOPMENT;26
1.5.1;2. INTRODUCTION TO PART I: Knowledge and skills in science and technology professional development;1
1.5.2;3. SCIENCE AND TECHNOLOGY EDUCATION FOR THE FUTURE;1
1.5.2.1;INTRODUCTION;1
1.5.2.2;DEFINING SCIENCE AND TECHNOLOGY;31
1.5.2.3;THINKING SKILLS FOR SCIENCE AND TECHNOLOGY;32
1.5.2.4;LITERATURE STUDY;34
1.5.2.5;INTERVIEW STUDY;37
1.5.2.6;SCIENTIFIC AND TECHNOLOGICAL THINKING SKILLS: A MODEL;39
1.5.2.7;SCIENTIFIC AND PRACTICAL IMPLICATIONS;41
1.5.3;4. WHAT EVERYONE SHOULD KNOW ABOUT SCIENCE AND TECHNOLOGY: A study on the applicability of The Canon of Science in primary education;43
1.5.3.1;INTRODUCTION;43
1.5.3.2;SCIENCE AND TECHNOLOGY EDUCATION IN DUTCH PRIMARY SCHOOLS;45
1.5.3.3;AN INTERNATIONAL COMPARISON OF CURRICULA;46
1.5.3.4;PRE-SERVICE AND IN-SERVICE TEACHERS' AND TEACHER TRAINERS' KNOWLEDGE OF SCIENCE AND TECHNOLOGY;48
1.5.3.5;PRE-SERVICE AND IN-SERVICE TEACHERS’ AND TEACHER TRAINERS’ OPINIONS ABOUT THE CANON OF SCIENCE AS A GUIDING FRAMEWORK;50
1.5.3.6;THE APPLICABILITY OF THE CANON OF SCIENCE IN PRIMARY SCHOOLS;51
1.5.3.7;CONCLUSION;53
1.5.3.8;DISCUSSION;53
1.5.4;5. A SCIENCE AND TECHNOLOGY KNOWLEDGE BASE FOR PRIMARY TEACHERS;56
1.5.4.1;INTRODUCTION;56
1.5.4.2;KEY ELEMENTS OF A PRIMARY SCIENCE AND TECHNOLOGY CURRICULUM;58
1.5.4.2.1;Pupils who understand science:;58
1.5.4.3;KNOWLEDGE OF CONCEPTS;59
1.5.4.4;KNOWLEDGE OF THE NATURE OF SCIENCE AND TECHNOLOGY AND OF INQUIRY AND DESIGN;64
1.5.4.4.1;Ideas and evidence in science;65
1.5.4.4.2;Investigative skills;65
1.5.4.5;ATTITUDES AND PEDAGOGICAL CONTENT KNOWLEDGE;66
1.5.4.6;REFLECTIONS AND DISCUSSION;66
1.5.5;6. "HAVING EYES, GIVING EYES, RECEIVING EYES";1
1.5.5.1;INTRODUCTION;1
1.5.5.2;METHOD;70
1.5.5.2.1;Participants;70
1.5.5.2.2;Qualitative interview method;70
1.5.5.2.3;Procedure;70
1.5.5.2.4;Analysis;71
1.5.5.3;RESULTS;73
1.5.5.3.1;Properties of the child’s behaviour;73
1.5.5.3.2;3.2. Properties of adult behaviour;75
1.5.5.3.3;Task object;77
1.5.5.4;CONCLUSIONS;79
1.5.5.4.1;Child;79
1.5.5.4.2;Adult;79
1.5.5.4.3;Task object;80
1.5.5.4.4;Differences between professional educators and parents;80
1.5.5.5;DISCUSSION;80
1.5.5.5.1;Comparison between Curious Minds definition of talent and respondents’ answers;80
1.5.5.5.2;Recommendations for the development of training programs;81
1.5.5.5.3;Talent; a retrospective or a prospective standpoint?;81
1.5.5.6;APPENDIX I: DESCRIPTION OF THE VIDEO CLIPS;83
1.5.5.6.1;Marijn, Maurits and the marbles (shown from 0.00 till 2.53);83
1.5.5.6.2;Jop and the periscope (shown from 0.00 till 3.10);83
1.5.5.6.3;Quinten and the walls (shown from 1.55 – 3.15);83
1.5.5.7;APPENDIX II: INTERVIEW PROTOCOL;84
1.5.5.7.1;Part 1: Open questions about three video clips (questions are asked every time after showing the clips);84
1.5.5.7.2;Part 2: Final questions;84
1.6;PART II PROFESSIONAL DEVELOPMENT AND ATTITUDES TOWARDS SCIENCE AND TECHNOLOGY;85
1.6.1;7. INTRODUCTION TO PART II: Attitudes towards science and technology;86
1.6.1.1;Role of this Part in the book;86
1.6.1.2;The importance of positive teacher attitudes;86
1.6.1.3;Issues in research into primary teachers’ attitudes towards science and technology;87
1.6.1.4;Chapters in this part;89
1.6.2;8. PRIMARY TEACHERS’ ATTITUDES TOWARDS SCIENCE AND TECHNOLOGY: Results of a focus group study;91
1.6.2.1;INTRODUCTION;91
1.6.2.1.1;Theoretical Considerations;92
1.6.2.2;METHODS;94
1.6.2.2.1;Participants;94
1.6.2.2.2;Procedure and protocol;95
1.6.2.2.3;Data-analysis;96
1.6.2.3;RESULTS;96
1.6.2.3.1;Professional versus personal attitude;96
1.6.2.3.2;Professional attitude;97
1.6.2.3.3;Personal attitude;99
1.6.2.4;DISCUSSION;100
1.6.2.4.1;Reconsidering the tripartite model;101
1.6.2.4.2;Reconsidering self-efficacy and perceived influence of context factors;102
1.6.2.4.3;Implications for further research;103
1.6.2.4.4;Theoretical framework for attitude;103
1.6.2.4.5;Integrated attitude instrument;106
1.6.2.4.6;Concluding remarks;106
1.6.3;9. EXPLICIT AND IMPLICIT MEASURES OF TEACHER ATTITUDES TOWARDS SCIENCE AND TECHNOLOGY;108
1.6.3.1;INTRODUCTION;108
1.6.3.1.1;Measurement of teacher attitudes towards science and technology;109
1.6.3.2;METHOD;110
1.6.3.2.1;Participants;110
1.6.3.2.2;Measures;111
1.6.3.2.3;Analyses;114
1.6.3.3;RESULTS;114
1.6.3.3.1;Explicit measures;114
1.6.3.3.2;Implicit measures;115
1.6.3.4;DISCUSSION;117
1.6.3.4.1;General attitude towards science and technology IAT;117
1.6.3.4.2;Gender stereotyped attitude towards science and technology IAT;118
1.6.3.4.3;Future research;119
1.6.4;10. UNDERSTANDING THE PHYSICAL WORLD: TEACHER AND PUPIL ATTITUDES TOWARDS SCIENCE AND TECHNOLOGY : An intervention study in primary education;121
1.6.4.1;INTRODUCTION;121
1.6.4.2;METHOD;124
1.6.4.2.1;Participants;124
1.6.4.2.2;Procedure;125
1.6.4.2.3;Instruments;126
1.6.4.2.4;Data-analysis;133
1.6.4.3;RESULTS;133
1.6.4.3.1;Changes in Teacher and Pupil Attitudes over the School Year;133
1.6.4.3.2;Comparison of Trajectory and Control Group Teachers;135
1.6.4.3.3;Associations Between (Changes in) Teacher and Pupil Attitudes;137
1.6.4.3.4;The Impact of the Intervention Inputs: An Exploratory Analysis;138
1.6.4.4;DISCUSSION AND CONCLUSION;140
1.6.4.5;NOTES;143
1.6.5;11. PRESERVICE PRIMARY TEACHERS’ IMAGE OF AND ATTITUDE TOWARDS SCIENCE AND TECHNOLOGY: An exploratory study;144
1.6.5.1;INTRODUCTION;144
1.6.5.2;RESEARCH QUESTIONS AND METHODOLOGY;145
1.6.5.2.1;Existing attitude studies for science and technology education;145
1.6.5.2.2;Research questions;145
1.6.5.2.3;Research methodology;146
1.6.5.3;QUALITATIVE STUDY: ESSAYS;146
1.6.5.4;QUANTITATIVE STUDY: QUESTIONNAIRE;150
1.6.5.5;CONCLUSIONS;152
1.6.5.6;NOTES;154
1.7;PART III PROFESSIONAL DEVELOPMENT FOR PRIMARY SCIENCE AND TECHNOLOGY PEDAGOGY;155
1.7.1;12. INTRODUCTION TO PART III: Professional development for primary science and technology pedagogy;156
1.7.1.1;INTRODUCTION;156
1.7.1.1.1;Role of this Part in the book;156
1.7.1.1.2;Topics in professional development for primary science and technology pedagogy;156
1.7.1.1.3;Focus on concept learning and the role of language;158
1.7.1.2;CONCEPT LEARNING AND CREATIVIY;158
1.7.1.3;THE ROLE OF LANGUAGE;161
1.7.1.4;CHAPTERS IN THIS PART;162
1.7.1.5;NOTES;163
1.7.2;13. CONCEPT LEARNING IN PROFESSIONAL DEVELOPMENT;164
1.7.2.1;INTRODUCTION;164
1.7.2.2;CONTEXT OF THE STUDIES INTO CONCEPT LEARNING;164
1.7.2.2.1;Activities related to concept learning;165
1.7.2.3;THE STUDY INTO CONCEPT LEARNING;165
1.7.2.3.1;Research questions;166
1.7.2.4;DESCRIPTION OF THE CHOSEN RESEARCH METHOD;166
1.7.2.4.1;Data collection;166
1.7.2.5;DATA ANALYSIS;167
1.7.2.5.1;Universality of Theories;167
1.7.2.5.2;Relationship cf Theory and Practice;169
1.7.2.5.3;Learning how to freeze thinking process;170
1.7.2.5.4;Thinking in Systems;172
1.7.2.5.5;Concept Understanding Before and After the Training;173
1.7.2.6;CONCLUSION;175
1.7.2.7;FINAL REMARKS;177
1.7.3;14. PREPARING TEACHERS TO TEACH ROBOTICS IN PRIMARY SCHOOLS;178
1.7.3.1;INTRODUCTION;178
1.7.3.2;THEORETICAL FRAMEWORK;179
1.7.3.2.1;Learning and teaching robotics;179
1.7.3.2.2;Teaching conceptual knowledge in a constructionist context of robotics;179
1.7.3.2.3;Subject matter knowledge in robotics;180
1.7.3.2.4;Pedagogical knowledge and scaffolding;181
1.7.3.2.5;Pedagogical content knowledge;182
1.7.3.2.6;Professional development in relation to robotics;182
1.7.3.3;RESEARCH QUESTIONS AND METHODOLOGY;183
1.7.3.3.1;Acquisition of knowledge;184
1.7.3.3.2;Activating scaffolding skills;184
1.7.3.3.3;Development of pedagogical content knowledge;184
1.7.3.3.4;Course construction;185
1.7.3.3.5;Course delivery;186
1.7.3.3.6;Data gathering and analysis;186
1.7.3.4;RESULTS;187
1.7.3.4.1;Acquisition of subject matter knowledge;187
1.7.3.4.2;Acquisition of knowledge concerning pupils’ conceptual development;188
1.7.3.4.3;Development of pedagogical content knowledge;190
1.7.3.4.4;Self-efficacy;193
1.7.3.4.5;Member check;194
1.7.3.5;CONCLUSIONS AND DISCUSSION;194
1.7.4;15. HIGH QUALITY INTERACTION IN SCIENCE AND TECHNOLOGY EDUCATION: How teachers link cognitive and linguistic development;196
1.7.4.1;INTRODUCTION;196
1.7.4.2;INTERACTION IN SCIENCE AND TECHNOLOGY: HANDS ON, MINDS ON, TALK IT OVER;196
1.7.4.2.1;Indispensible tool: active learning;197
1.7.4.2.2;Strategic purpose: language acquisition;198
1.7.4.3;HIGH QUALITY INTERACTION MADE CONCRETE;198
1.7.4.4;INTERACTION COMPONENT OF TEACHER PROFESSIONALIZATION IN S & T;201
1.7.4.5;IS HIGH QUALITY INTERACTION IN S & T EDUCATION LEARNABLE?;201
1.7.4.6;SPEAKING TIME AND QUESTION BEHAVIOUR;202
1.7.4.7;PRACTICING HIGH QUALITY INTERACTION: A LESSON ON SOUND;205
1.7.4.7.1;Step 1: The problem;205
1.7.4.7.2;Step 2: Exploration;206
1.7.4.7.3;Step 3: Setting up the experiment or plan;207
1.7.4.7.4;Step 4: Conducting the experiment;208
1.7.4.7.5;Step 5: Drawing conclusions;208
1.7.4.7.6;Step 4: Constructing an object and Step 5: Testing the object;208
1.7.4.7.7;Step 6: Presenting;209
1.7.4.7.8;Step 7: Deepening and broadening;210
1.7.4.7.9;High quality interaction in S & T education: conclusions;210
1.7.4.8;CONCLUSIONS;211
1.7.4.9;NOTES;212
1.7.5;16. KINDERGARTEN TALK ABOUT SCIENCE AND TECHNOLOGY: The situation preceding a teacher-directed intervention;213
1.7.5.1;Cognitively challenging speech during elementary science interactions;214
1.7.5.2;RESEARCH PURPOSE AND RESEARCH QUESTIONS;215
1.7.5.3;METHOD;215
1.7.5.3.1;Participants;215
1.7.5.3.2;Procedure;216
1.7.5.3.3;Science-related activities;216
1.7.5.3.4;Data preparation and data analysis;217
1.7.5.4;RESULTS;218
1.7.5.4.1;Scientific reasoning during the science-related tasks;218
1.7.5.4.2;General school words and domain specific words during science talk;221
1.7.5.5;CONCLUSION AND DISCUSSION;222
1.8;PART IV IMPACTS OF PROFESSIONAL DEVELOPMENT;224
1.8.1;17. INTRODUCTION TO PART IV: Impacts of professional development;225
1.8.1.1;INTRODUCTION;225
1.8.1.1.1;Role of this part in the book;225
1.8.1.2;FACTORS CONTRIBUTING TO EFFECTIVE PROFESSIONAL DEVELOPMENT;225
1.8.1.2.1;Teacher quality;226
1.8.1.2.2;Teachers’ general perceptions on professional development;226
1.8.1.2.3;The role of leadership;227
1.8.1.2.4;Online professional development;227
1.8.1.3;FACTORSCONTRIBUTING TO EFFECTIVE PROFESSIONAL DEVELOPMENT FOR PRIMARY SCIENCE AND TECHNOLOGY EDUCATIONSPECIFICALLY;227
1.8.1.3.1;Pedagogical content knowledge and attitude;228
1.8.1.3.2;CPD and co-teaching;229
1.8.1.3.3;Pre-service training and primary science and technology;229
1.8.1.4;CHAPTERS IN THIS PART;229
1.8.2;18. CHARACTERISTICS OF EFFECTIVE PROFESSIONAL DEVELOPMENT FOR PRIMARY SCIENCE AND TECHNOLOGY;231
1.8.2.1;ABSTRACT;231
1.8.2.2;INTRODUCTION;231
1.8.2.3;CONCEPTUAL FRAMEWORK;232
1.8.2.4;RESEARCH DESIGN AND METHODS;233
1.8.2.4.1;Participants;233
1.8.2.4.2;Teacher Educators And Their Goals;234
1.8.2.4.3;Content Description;234
1.8.2.4.4;Methods;235
1.8.2.5;RESULTS;236
1.8.2.5.1;Perceived Positive Changes In Domains Of Teacher Knowledge;236
1.8.2.5.2;Contribution Of Different Parts Of The MeetingsTo Changes In The VTB-Pro Pillars;236
1.8.2.5.3;Appreciation Of Most Inspiring And Informative Parts Of The Course Using Open Questions;238
1.8.2.5.4;Appreciation Of Parts Of The Course Meetings By Means Of Reflections;238
1.8.2.5.5;A Closer Look At Practical Activities;238
1.8.2.5.6;Interviews With Teacher Educators After Finishing The Courses;240
1.8.2.5.7;CONCLUSIONS AND RECOMMENDATIONS FOR PROFESSIONAL DEVELOPMENT;241
1.8.2.5.7.1;Perceived Changes In Domains Of Teacher Knowledge;241
1.8.2.5.7.2;Practical Assignments And Learning From Experience;241
1.8.2.5.8;DISCUSSION AND RECOMMENDATIONS;242
1.8.3;19. TRANSPARENCY IN STORYTELLING: AN ANALYSIS OF PRIMARY SCHOOL TEACHERS’ EXCHANGES OF THEIR EXPERIENCES WITH SCIENCE AND TECHNO;244
1.8.3.1;INTRODUCTION;244
1.8.3.2;THEORETICAL FRAMEWORK;245
1.8.3.2.1;Teacher collaboration and interdependency;245
1.8.3.2.2;Transparency;246
1.8.3.3;METHOD;247
1.8.3.3.1;Respondents;247
1.8.3.3.2;Analysis;247
1.8.3.3.3;Transparency;247
1.8.3.3.4;Interdependency;248
1.8.3.4;RESULTS;248
1.8.3.4.1;Specificity of teaching experiences;249
1.8.3.4.2;Completeness of teaching experiences;249
1.8.3.4.3;1. Context;249
1.8.3.4.4;2. Execution of a lesson;250
1.8.3.4.5;3. Goals and assessment;253
1.8.3.4.6;4. Addressing science and technology goals and methodology;253
1.8.3.5;CONCLUSION;255
1.8.3.5.1;Practical implications;256
1.8.3.5.2;Future research;257
1.8.4;20. EFFECTS OF A DIGITAL LEARNING ENVIRONMENT ON KNOWLEDGE AND ATTITUDE OF STUDENT TEACHERS;258
1.8.4.1;INTRODUCTION;258
1.8.4.2;THEORETICAL FRAMEWORK OF THE LEARNING ENVIRONMENT;259
1.8.4.3;THE DIGITAL LEARNING ENVIRONMENT;261
1.8.4.4;PILOT STUDY;263
1.8.4.4.1;Participants;263
1.8.4.5;MATERIALS AND PROCEDURE;263
1.8.4.6;RESULTS;264
1.8.4.7;DISCUSSION;267
1.8.4.8;CONCLUSION;268
1.9;REFERENCES;269
1.10;INDEX;297