Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education.
Tabela de Conteúdo
Forward: Building on Findings from Self-Studies in Science Education, John Loughran.- Part I Introduction: Self-Studies and Science Education.- Garnering the Understandings Emerging from Self-Studies in Science Teacher Education, Gayle A. Buck, Valarie L. Akerson and Brent Gilles.- Self Study in Pre-Service Science Teacher Education, Allan Feldman.- Part II Self-Studies and Science Content Courses for Teachers.- Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Science Teacher Education, Amy Trauth-Nare, Gayle A. Buck & Nicole Beeman-Cadwallader.- Using Self-Study to Learn to Teach Genetics to Pre-Service Teachers for Understanding and for Teaching, Eunice Nyamupangedengu.- Using Self-Study to Evaluate a Pedagogical Approach for Navigating Conflicts in a Science Content Course for Preservice Teachers, Sarah Quebec Fuentes & Mark Bloom.- Exploring our Theoretical and Practical Understanding of Enthusiasm in Science Teaching: A Self-Study of Elementary Teacher Preparation, Brent Gilles & Gayle A. Buck.- Response of Section II: Practicing, Modeling, and Influencing Approaches to Teaching – A Commentary, Michael Bowen.- Part III Self-Studies and Elementary Science Methods Courses.- Evolving Goals, Pedagogies, and Identities as an Elementary Science Teacher Educator: Prioritizing Practice, Elizabeth A. Davis.- Our Journey of Understanding through Lesson Study, Stephen Marble, Michael Kamen, Gilbert Naizer & Molly Weinburgh.- How Science Teacher Educators of Color Conceptualize and Operationalize their Pedagogy in Science Methods Courses, Karthigeyan Subramaniam, Sumreen Asim, Eun Young Lee & Kia S. Rideaux.- Uncertainties of Learning to Teach Elementary Science Methods Using Engineering Design: A Science Teacher Educator’s Self-Study, Brenda M. Capobianco.- Response of Section III: Self-Studies of Elementary Science Teacher Education: Insights, Implications, and Future Research Directions, Lucy Avraamidou.- Part IV Self-Studies and Secondary Science Methods Courses.- Experiences with Activities Developing Pre-Service Science Teacher Data Literacy, G. Michael Bowen, Anthony Bartley, Leo Mac Donald & Ann Sherman.- Going Beyond the Status Quo: A Longitudinal Self-Study of a School Based Science Teacher Preparation Program, Nidaa Makki & Gary Holliday.- Biology Student Teachers’ Reflections in Eportfolios as a Trigger for Self-Study of a Teacher Educator, Lindsey N. Connor.- Response of Section IV, Gillian Roehrig.- Part V. Self-studies and the Preparation of Future Science Teacher Educators.- Finding the Means to Initiate and Sustain a Teacher Educator’s Pedagogical Content Knowledge (PCK) Development in Science Education, Anne Hume.- Trash or Treasure? Re-conceptualizing My Ruins as a Tool for Re-Imagining the Nature of Science Teacher Education, Maria F.G. Wallace.- Supporting New Members as They Transition into our Science Educational Community of Practice, Gayle A. Buck & Valarie L. Akerson.- Developing Knowledge of Practice through Self-Study: Becoming a Science Teacher Educator, Jennifer Mansfield, John Loughran & Gillian Kidman.- Response to Section V: Reflections on Self-Studies and the Preparation of Future Science Teacher Educators, Justin Dillon.- VI. Epilogue.- Here’s Looking at You Kid: When the Researcher Becomes the Sample, Norman G. Lederman & Judith S. Lederman.- Turning a Critical Eye on Our Practice: Influence of Current Stories, Valarie L. Akerson & Gayle A. Buck.- VIII. Afterward, Joanne K. Olson.- Index.
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