Skip to main content
SpringerLink
Log in

Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers

  • Published:
Journal of Science Teacher Education

Abstract

This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a “writing in science” program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Notes

  1. A number of the inquiry professional development activities are available on the Exploratorium website: www.exploratorium.edu/library.

References

  • Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Hillsdale, NJ: Laurence Erlbaum.

    Google Scholar 

  • American Association for the Advancement of Science. (1990). Science for all Americans. New York, NY: Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.

    Google Scholar 

  • Avraamidou, L., & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: Insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47(6), 661–686.

    Article  Google Scholar 

  • Banilower E. R., Boyd S. E., Pasley J. D., & Weiss I. R. (2005). Lessons from a decade of mathematics and science reform: A capstone report for the local systemic change through teacher enhancement initiative. Chapel Hill, NC: Horizon Research, Inc. Retrieved from http://www.pdmathsci.net/reports/capstone.pdf.

  • Britton, E., McCarthy, E., Ringstaff, C., & Allen, R. (2012). Addressing challenges faced by early-career mathematics and science teachers: A knowledge synthesis. Retrieved from Website for Knowledge Management and Dissemination project: http://www.mspkmd.net/papers.

  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.

    Article  Google Scholar 

  • Czerniak, C. M., Beltyukova, S., Struble, J., Haney, J. J., & Lumpe, A. T. (2006). Do you see what I see? The relationship between a professional development model and student achievement. In R. E. Yager (Ed.), Exemplary science in grades 5–8: standards-based success stories (pp. 13–32). Arlington, VA: NSTA Press.

    Google Scholar 

  • Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76(4), 607–651.

    Article  Google Scholar 

  • Davis, E. A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93(4), 745–770.

    Article  Google Scholar 

  • Demir, A., & Abell, S. K. (2010). Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program. Journal of Research in Science Teaching, 47(6), 716–741.

    Article  Google Scholar 

  • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268–291.

    Article  Google Scholar 

  • Eick, C. J., & Stewart, B. (2010). Dispositions supporting elementary interns in the teaching of reform-based science materials. Journal of Science Teacher Education, 21(7), 783–800.

    Article  Google Scholar 

  • Fetters, M. K., Czerniak, C. M., Fish, L., & Shawberry, J. (2002). Confronting, challenging, and changing teachers’ beliefs: Implications from a local systemic change professional development program. Journal of Science Teacher Education, 13(2), 101–130.

    Article  Google Scholar 

  • Fogleman, J., McNeill, K. L., & Krajcik, J. (2011). Examining the effect of teachers’ adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149–169.

    Article  Google Scholar 

  • Forbes, C. T. (2011). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education,. doi:10.1007/s10972-011-9245-0.

    Google Scholar 

  • Forbes, C. T., & Davis, E. A. (2010). Curriculum design for inquiry: Preservice elementary teacher’s mobilization and adaptation of science curriculum materials. Journal of Research in Science Teaching, 47(7), 820–839.

    Article  Google Scholar 

  • Fulwiler, B. R. (2007). Writing in science. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. London: Routledge.

    Google Scholar 

  • Hays, W. L. (1994). Statistics. Belmont, CA: Wadsworth.

    Google Scholar 

  • Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32.

    Article  Google Scholar 

  • Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822–839.

    Article  Google Scholar 

  • Luera, G., Moyer, R., & Everett, S. (2005). What type and level of science content knowledge of elementary education students affect their ability to construct an inquiry-based science lesson? Journal of Elementary Science Education, 17(1), 12–25.

    Article  Google Scholar 

  • Luft, J. A., Firestone, J. B., Wong, S. S., Ortega, I., Adams, K., & Bang, E. (2011). Beginning secondary science teacher induction: A two-year mixed methods study. Journal of Research in Science Teaching, 48(10), 1199–1224.

    Article  Google Scholar 

  • Luft, J. A., Lee, E., Fletcher, S., & Roehrig, G. (2007). Growing or wilting? Beginning biology teachers in a science-focused induction program. American Biology Teacher, 69(6), 336–341.

    Article  Google Scholar 

  • Luft, J. A., Roehrig, G. H., & Patterson, N. C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiences. Journal of Research in Science Teaching, 40(1), 77–97.

    Article  Google Scholar 

  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Boston, MA: Kluwer.

    Google Scholar 

  • McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137–1164.

    Article  Google Scholar 

  • McGinnis, R., Parker, P., & Graeber, A. (2004). A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers. Journal of Research in Science Teaching, 41(7), 720–747.

    Article  Google Scholar 

  • McNeill, K. L. (2011). Elementary students’ views of explanation, argumentation and evidence and abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793–823.

    Article  Google Scholar 

  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984–2002. Journal of Research in Science Teaching, 47(4), 474–496.

    Article  Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: The National Academy Press.

    Google Scholar 

  • National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: The National Academic Press.

    Google Scholar 

  • National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.

    Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

    Google Scholar 

  • New England Common Assessment Program. (2008). Guidelines for the development of science inquiry tasks. Partnership by New Hampshire, RI, and VT Departments of Education.

  • Newman, W., Abell, S., Hubbard, P., McDonald, J., Otaala, J., & Martini, M. (2004). Dilemmas of teaching inquiry in elementary methods. Journal of Science Teacher Education, 15(4), 257–279.

    Article  Google Scholar 

  • Nowicki, B., Sullivan-Watts, B., Shim, M., Young, B., & Pockalny, R. (2012). Factors influencing content accuracy in elementary science lessons. Research in Science Education,. doi:10.1007/s11165-012-9303-4.

    Google Scholar 

  • Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466.

    Article  Google Scholar 

  • Overstreet, C. (2002). Information re: HRI science assessment instrument. Chapel Hill, NC: Horizon Research Inc.

    Google Scholar 

  • Pedhazur, E. J. (1997). Multiple regression in behavioral research: Explanation and prediction. Fort Worth, TX: Harcourt Brace College Publishers.

    Google Scholar 

  • Penuel, W. R., & Fishman, B. J. (2012). Large-scale science education intervention research we can use. Journal of Research in Science Teaching, 49(3), 281–304.

    Article  Google Scholar 

  • Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3–24.

    Article  Google Scholar 

  • Ruby, A. (2006). Improving science achievement at high-poverty urban middle schools. Science Education, 90(6), 1005–1027.

    Article  Google Scholar 

  • Schneider, R. (2008). Mentoring new mentors: Learning to mentor preservice science teachers. Journal of Science Teacher Education, 19(2), 113–116.

    Article  Google Scholar 

  • Schneider, R. M., Krajcik, J. S., & Blumenfeld, P. C. (2005). Enacting reform-based science materials: The range of teacher enactments in reform classrooms. Journal of Research in Science Teaching, 42(3), 283–312.

    Article  Google Scholar 

  • Shapiro, B. L. (1996). A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know”. Science Education, 80(5), 535–560.

    Article  Google Scholar 

  • Steele, D. F. (2001). The interfacing of preservice and inservice experiences of reform-based teaching: A longitudinal study. Journal of Mathematics Teacher Education, 4(2), 139–172.

    Article  Google Scholar 

  • Vanosdall, R., Klentschy, M., Hedges, L. V., Weisbaum, K. S., & Chicago, I. (2007). A randomized study of the effects of scaffolded guided-inquiry instruction on student achievement in science. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

  • Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132–152.

    Article  Google Scholar 

  • Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States (356 pp.). Chapel Hill, NC: Horizon Research Inc. Retrieved from http://www.horizonresearch.com/insidetheclassroom/reports/highlights/highlights .

  • Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143.

    Article  Google Scholar 

  • Windshitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967.

    Article  Google Scholar 

  • Young, B. J., & Lee, S. K. (2005). The effects of a kit-based science curriculum and intensive science professional development on elementary student science. Journal of Science Education and Technology, 14(5/6), 471–481.

    Article  Google Scholar 

  • Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4), 687–719.

    Article  Google Scholar 

Download references

Acknowledgments

This research was supported by a grant from the National Science Foundation (Grant No. ESI-0455685). The authors would like to acknowledge the generous assistance of Sally Beauman and Elaine Mangiante who assisted us with logistics of the data collection.

Author information

Authors and Affiliations

  1. Graduate School of Oceanography, University of Rhode Island, Narragansett, RI, 02882, USA

    Barbara K. Sullivan-Watts

  2. School of Education, University of Rhode Island, Kingston, RI, 02881, USA

    Barbara L. Nowicki, Minsuk K. Shim & Betty J. Young

Authors
  1. Barbara K. Sullivan-Watts
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Barbara L. Nowicki
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Minsuk K. Shim
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Betty J. Young
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Barbara K. Sullivan-Watts.

About this article

Cite this article

Sullivan-Watts, B.K., Nowicki, B.L., Shim, M.K. et al. Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers. J Sci Teacher Educ 24, 879–905 (2013). https://doi.org/10.1007/s10972-012-9313-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10972-012-9313-0

Keywords

Search

Navigation