Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-service Teachers: A View from the Trenches

详细信息    查看全文

• 作者：Matthew Schmidt ; Lori Fulton
• 关键词：Elementary ; Teacher education ; Technological literacy ; STEM education ; Rapid prototyping
• 刊名：Journal of Science Education and Technology
• 出版年：2016
• 出版时间：April 2016
• 年：2016
• 卷：25
• 期：2
• 页码：302-315
• 全文大小：810 KB
• 参考文献：Abell SK, Appleton K, Hanuscin DL (2010) Designing and teaching the elementary science methods course. Routledge, New York
  Anderson RD (2007) Inquiry as an organizing theme for science curricula. In: Abell SK, Lederman NG (eds) Handbook of research on science education. Erlbaum, Mahwah, pp 807–830
  Appleton K (2007) Elementary science teaching. In: Abell SK, Lederman NG (eds) Handbook of research on science education. Erlbaum, Mahwah, pp 493–536
  Atkinson RD, Mayo MJ (2010) Refueling the US innovation economy: fresh approaches to science, technology, engineering and mathematics (STEM) education (SSRN Scholarly Paper No. ID 1722822). Rochester, NY: Social Science Research Network
  Banilower ER, Heck DJ, Weiss IR (2007) Can professional development make the vision of the standards a reality? The impact of the national science foundation’s local systemic change through teacher enhancement initiative. J Res Sci Teach 44(3):375–395CrossRef
  Branch RM, Kopcha TJ (2014) Instructional Design Models. In: Spector JM, Merrill MD, Elen J, Bishop MJ (eds) Handbook of research on educational communications and technology. Springer, New York, pp 77–87CrossRef
  Brown T (2008) Design thinking. Harv Bus Rev 86(6):84–92
  Bybee, R. (2010). Advancing STEM education: a 2020 vision. The technology and engineering teacher, September, 30–35
  Chan K-W (2011) Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instr Sci 39(1):87–108CrossRef
  Charmaz K (2006) Constructing grounded theory: a practical guide through qualitative analysis. Sage, London
  Creswell JW (2012) Qualitative inquiry and research design: choosing among five approaches, 3rd edn. Sage, London
  Cuban L (2009) Oversold and underused: computers in the classroom. Harvard University Press, Boston
  Davies RS (2011) Understanding technology literacy: a framework for evaluating educational technology integration. TechTrends 55(5):45–52CrossRef
  Davies RS, Dean DL, Ball N (2013) Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educ Tech Res Dev 61(4):563–580. doi:10.​1007/​s11423-013-9305-6 CrossRef
  Davis EA, Petish D, Smithey J (2006) Challenges new science teachers face. Rev Educ Res 76(4):607–651CrossRef
  Desrosier J (2011) Rapid prototyping reconsidered. J Contin High Educ 59(3):135–145. doi:10.​1080/​07377363.​2011.​614881 CrossRef
  Dove A (2013) Students’ perceptions of learning in a flipped statistics class. In: McBride R, Searson M (eds) SITE 2013. Paper presented at the 24th Society for Information Technology & Teacher Education International Conference, New Orleans, Louisiana, 25–29 March, Association for the Advancement of Computing in Education (AACE). Chesapeake, VA, pp. 393–398
  Dugger WE (2001) Standards for technological literacy. Phi Delta Kappan 82(7):513–517CrossRef
  Eisenkraft A (2010) Retrospective analysis of technological literacy of K-12 students in the USA. Int J Technol Des Educ 20(3):277–303. doi:10.​1007/​s10798-009-9085-9 CrossRef
  Enfield J (2013) Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends 57(6):14–27. doi:10.​1007/​s11528-013-0698-1 CrossRef
  Epstein D, Miller RT (2011) Slow off the mark: elementary school teachers and the crisis in science, technology, engineering, and math education. Educ Dig: Essent Read Condens Quick Rev 77(1):4–10
  Frick T, Su B, An Y-J (2004) Building a large, successful website efficiently through inquiry-based design and content management tools. TechTrends 49(4):20–31CrossRef
  Fulmer GW (2014) Undergraduates’ attitudes toward science and their epistemological beliefs: positive effects of certainty and authority beliefs. J Sci Educ Technol 23(1):198–206. doi:10.​1007/​s10956-013-9463-7 CrossRef
  Fulton L, Campbell B (2014) Science notebooks: writing about inquiry. Heinemann, Portsmouth
  Glaser B (1999) The future of grounded theory. Qual Health Res 9(6):836–845CrossRef
  Greenberg J, McKee A, Walsh K (2013) Teacher prep review: a review of the nation’s teacher preparation programs. National Council on Teacher Quality, Washington
  Hall C, Dickerson J, Batts D, Kauffmann P, Bosse M (2011) Are we missing opportunities to encourage interest in STEM fields? J Technol Educ 23(1):32–46
  Hofer BK, Pintrich PR (1997) The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Rev Educ Res 67(1):88–140CrossRef
  Howes EV, Lim M, Campos J (2009) Journeys into inquiry-based elementary science: literacy practices, questioning, and empirical study. Sci Educ 93(2):189–217CrossRef
  Ingerman Å, Collier-Reed B (2011) Technological literacy reconsidered: a model for enactment. Int J Technol Des Educ 21(2):137–148. doi:10.​1007/​s10798-009-9108-6 CrossRef
  ITEA (2007) Standards for technological literacy: content for the study of technology, 3rd edn. International Technology Education Association, Reston
  Jonassen DH (2000) Computers as mindtools for schools: engaging critical thinking. Merrill, Upper Saddle River
  Jonassen DH (2011) Learning to solve problems: a handbook for designing problem-solving learning environments. Routledge, New York
  Jonassen DH, Davidson M, Collins M, Campbell J, Haag BB (1995) Constructivism and computer-mediated communication in distance education. Am J Distance Educ 9(2):7–26CrossRef
  Jonassen DH, Howland J, Moore J, Marra RM (2003) Learning to solve problems with technology: a constructivist perspective. Merrill, Upper Saddle River
  Jones A (2013) The role and place of technological literacy in elementary science teacher education. In: Appleton K (ed) Elementary science teacher education: international perspectives on contemporary issues and practice. Routledge, New York, pp 197–218
  Jones TS, Richey RC (2000) Rapid prototyping methodology in action: a developmental study. Educ Tech Res Dev 48(2):63–80. doi:10.​1007/​BF02313401 CrossRef
  Kober N, Rentner DS (2012) Year two of implementing the common core state standards: states’ progress and challenges. Center on Education Policy, Washington
  Kuenzi JJ (2006a) Science, technology, engineering, and mathematics (STEM) education issues and legislative options (No. RL33434). Congressional Research Service, Washington
  Kuenzi JJ (2006b) Science, technology, engineering, and mathematics (STEM) education: background, federal policy, and legislative action (No. 35). Congressional Research Service, Washington
  Kuhn D (1999) A developmental model of critical thinking. Educ Res 28(2):16–46CrossRef
  Lehrer R, Schauble L, Lucas D (2008) Supporting development of the epistemology of inquiry. Cogn Dev 23(4):512–529. doi:10.​1016/​j.​cogdev.​2008.​09.​001 CrossRef
  Lelliott A, Rollnick M (2010) Big ideas: a review of astronomy education research 1974–2008. Int J Sci Educ 32(13):1771–1799. doi:10.​1080/​0950069090321454​6 CrossRef
  Mason GS, Shuman TR, Cook KE (2013) Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Trans Educ 56(4):430–435. doi:10.​1109/​TE.​2013.​2249066 CrossRef
  Merriam SB (2007) Qualitative research and case study applications in education, 2nd edn. Jossey-Bass, San Francisco
  Minner DD, Levy AJ, Century J (2010) Inquiry-based science instruction—what is it and does it matter? results from a research synthesis years 1984–2002. J Res Sci Teach 47(4):474–496CrossRef
  Moravec M, Williams A, Aguilar-Roca N, O’Dowd DK (2010) Learn before lecture: a strategy that improves learning outcomes in a large introductory biology class. CBE Life Sci Educ 9(4):473–481. doi:10.​1187/​cbe.​10-04-0063 CrossRef
  Mulholland J, Ginns I (2008) College MOON project Australia: preservice teachers learning about the moon’s phases. Res Sci Educ 38(3):385–399. doi:10.​1007/​s11165-007-9055-8 CrossRef
  National Center on Education and the Economy (2007) Tough choices or tough times: the report of the New commission on the skills of the American workforce. Josey-Bass, San Francisco
  National Research Council (1996) National science education standards. National Academy Press, Washington
  National Research Council (2007) Rising above the gathering storm: energizing and employing America for a brighter economic future. National Academies Press, Washington
  National Research Council (2011) Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press, Washington
  National Research Council (2012) A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington
  Nielsen J, Loranger H (2006) Prioritizing web usability. New Riders, Berkeley
  No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107–110 § 115. (2001)
  Osborne J (2014) Teaching scientific practices: meeting the challenge of change. J Sci Teach Educ 25(2):177–196. doi:10.​1007/​s10972-014-9384-1 CrossRef
  Pearson G, Young AT et al (2002) Technically speaking: why all Americans need to know more about technology. National Academies Press, Washington
  Pierce R, Fox J (2012) Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. Am J Pharm Educ 76(10):196. doi:10.​5688/​ajpe7610196 CrossRef
  Research Hanover (2011) K-12 STEM education overview. Hanover Research, Washington
  Riechert SE, Post BK (2010) From skeletons to bridges and other STEM enrichment exercises for high school biology. Am Biol Teach 72(1):20–22CrossRef
  Sanders M (2009) Stem, stem education, stemmania. Technol Teach 68(4):20–26
  Sandoval WA (2005) Understanding students’ practical epistemologies and their influence on learning through inquiry. Sci Educ 89(4):634–656CrossRef
  Sandoval WA, Reiser BJ (2004) Explanation-driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry. Sci Educ 88(3):345–372. doi:10.​1002/​sce.​10130 CrossRef
  Schraw G (2001) Current themes and future directions in epistemological research: a commentary. Educ Psychol Rev 13(4):451–464CrossRef
  Stake RE (1995) The art of case study research. Sage, Thousand Oaks
  Strauss A, Corbin JM (1998) Basics of qualitative research: techniques and procedures for developing grounded theory. Sage, London
  Szalay A, Gray J (2006) 2020 computing: science in an exponential world. Nature 440(7083):413–414CrossRef
  Tanase M, Wang J (2010) Initial epistemological beliefs transformation in one teacher education classroom: case study of four preservice teachers. Teach Teach Educ 26(6):1238–1248CrossRef
  The State of the Union Address. (2011). Retrieved from http://​www.​whitehouse.​gov/​the-press-office/​2011/​01/​25/​remarks-president-state-union-address
  Tripp SD, Bichelmeyer B (1990) Rapid prototyping: an alternative instructional design strategy. Educ Tech Res Dev 38(1):31–44CrossRef
  Trundle KC, Atwood RK, Christopher JE (2002) Preservice elementary teachers’ conceptions of moon phases before and after instruction. J Res Sci Teach 39(7):633–658CrossRef
  Wilson BG, Jonassen DH, Cole P (1993) Cognitive approaches to instructional design. ASTD Handb Instr Technol. 4:21.1–21.2
  Wisitsen M (2012) Moon phases. Planetarian 41(4):14–22
  Worth K, Winokur J, Crissman S, Heller-Winokur M, Davis M (2009) The essentials of science and literacy: a guide for teachers. Heineman, Portsmouth
  Yin RK (2014) Case study research: design and methods. Sage, Newbury Park
  
• 作者单位：Matthew Schmidt (1)
  Lori Fulton (2)
  
  1. Instructional Design and Technology Program, University of Cincinnati, 610 G Teachers College, Cincinnati, OH, 45221, USA
  2. Institute for Teacher Education, Elementary Program, University of Hawaii, Manoa, 1776 University Ave., Everly Hall Rm 126, Honolulu, HI, 96822, USA
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Science Education
  Educational Technology
  
• 出版者：Springer Netherlands
• ISSN：1573-1839

文摘

The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an inquiry-based unit on moon phases into one that integrated technology in a meaningful manner to develop technological literacy and scientific concepts for pre-service teachers (PSTs). Using qualitative case study methodology, we describe lessons learned related to the development and implementation of a STEM unit in an undergraduate elementary methods course, focusing on the impact the inquiry model had on PSTs’ perceptions of inquiry-based science instruction and how the integration of technology impacted their learning experience. Using field notes and survey data, we uncovered three overarching themes. First, we found that PSTs held absolutist beliefs and had a need for instruction on inquiry-based learning and teaching. Second, we determined that explicit examples of effective and ineffective technology use are needed to help PSTs develop an understanding of meaningful technology integration. Finally, the rapid prototyping approach resulted in a successful modification of the unit, but caused the usability of our digital instructional materials to suffer. Our findings suggest that while inquiry-based STEM units can be implemented in existing programs, creating and testing these prototypes requires significant effort to meet PSTs’ learning needs, and that iterating designs is essential to successful implementation.