Self-assessment of academic competencies via a computer based tool in Luxembourg primary school

Poster (2015, August)

Naturwissenschaftlicher Unterricht an der Luxemburger École fondamentale

in MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse); Université du Luxembourg (Eds.) Bildungsbericht Luxemburg 2015. Analysen und Befunde (Band 2) (2015)

Exploring the complexities of learning to teach: Collaborative methods and participatory structures in teacher education

in Tobin, Kenneth; Shady, Ashraf (Eds.) Transforming Urban Education (2014)

In this chapter we focus on a science methods course for pre-service teachers that has been structured to provide a field-based approach to learning how to teach science at the elementary level. Utilizing ... [more ▼]

In this chapter we focus on a science methods course for pre-service teachers that has been structured to provide a field-based approach to learning how to teach science at the elementary level. Utilizing coteaching and cogenerative dialogue (cogen) (Tobin and Roth 2006), this course is built around collaboration and shared classroom experiences, in order to create opportunities for pre-service teachers to engage in teaching science together in the authentic settings of elementary classrooms. [less ▲]

Facilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses

in Eurasia Journal of Mathematics, Science and Technology Education (2014), 10(5), 481-508

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured ... [more ▼]

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured during teaching practicum with the intent of transforming classroom practice. In this approach, video becomes a tool with which teachers connect theory and practice, and through dialogue, develop an appreciation for how one can inform the other. Specifically, we explore the role of cogenerative dialogue in structuring individual reflection and ongoing dialogue that help facilitate reflexivity. In doing so, we elaborate on the construct of reflexivity as a potential foundation for changing practices in the science classroom and we illustrate the ways in which reflexivity and action emerged from dialogic encounters around video analysis. We draw implications about the need for innovative teaching strategies, research initiatives, and changes in science teacher education [less ▲]

Political engagement as a child: Rethinking, reseeing and reinvesting youth in political participation

in Tobin, Kenneth; Shady, Ashraf (Eds.) Transforming Urban Education (2014)

This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political ... [more ▼]

This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political participation and analyze the ways in which politics impact children, and in turn, how children impact politics. Pushing back on the popular notion that children are not able to be ‘political’ because they are too young, we weave Dylan’s voice throughout a discussion of the role of young people in politics grounded in critical theoretical perspectives. [less ▲]

The collective construction of a science unit: Framing curricula as emergent from Kindergarteners’ wonderings

in Science Education (2013), 97(6), 878-902

This ethnographic research examines how children enact developing understandings in science through multiple interactions. Grounded in sociocultural theoretical frameworks, we consider learning to be a ... [more ▼]

This ethnographic research examines how children enact developing understandings in science through multiple interactions. Grounded in sociocultural theoretical frameworks, we consider learning to be a social, cultural practice, with understandings as co-constructed between participants through talk and in interactions. With these underpinning frameworks, we have explored water activities in kindergarten and examined how children and teachers collaboratively constructed science investigations to explore questions as they emerged from open-ended activities. The analysis revealed how children's investigations were mediated by their own speculations and explanations. Our primary claim herein is that children's questions, speculations, and insights were used collaboratively by teachers and children, and as such, became a structure in this classroom that supported children in taking agency. In this process, science curricula and working theories on science phenomena were generated. This was facilitated by teachers’ openness to emergent approaches for their science curriculum. Through a discussion of these claims, an emphasis is placed on the value of students being positioned as co-constructors of science curricula. Furthermore, the integral role of the teacher in emergent curricula is introduced and developed as critical for being responsive to students’ interests and insights. [less ▲]

Globalization and science education

in COSMOS (2013), 8(2), 139-152

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from ... [more ▼]

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently predominating variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization. [less ▲]

Designing Science Professional Development with Teachers: An emergent, responsive approach in a time of inquiry-based science dissemination.

Presentation (2013)

“I didn’t know water could be so messy”: Coteaching in elementary teacher education and the production of identity for a new teacher of science

in Cultural Studies of Science Education (2012), 7(1), 1-30

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching ... [more ▼]

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching experiences and reflexive dialogues allowed for the evolution and transformation of her identity. This teacher is Johaira Lara, the second author of this paper, and we have engaged in a cowriting approach that has created layers of writings over time, with the focus of providing evidence of her changing perceptions and understandings of teaching and learning science. We describe the ways coteaching and cogenerative dialogues provided the opportunity for Johaira to examine and reconsider her views on science teaching, and mediated the production and transformation of her identity. We offer an evolving analysis of her identity transformation related to specific aspects of the course that were pivotal for her emergence as an elementary teacher of science. [less ▲]

An analysis of the utilization of video-based media in science teacher education

in Fraser, B; Tobin, K; Campbell, C (Eds.) International handbook of science teaching and learning (2012)

In this chapter, we examine trends involving video usage in science teacher education and science education research. We tracing some developments in video technologies and explore examples of the ways in ... [more ▼]

In this chapter, we examine trends involving video usage in science teacher education and science education research. We tracing some developments in video technologies and explore examples of the ways in which video/multimedia have been utilized in the education of science teachers. We conclude the review by summarizing our findings, and then offer implications for future research on the utilization of video and multimedia technologies in the preparation and professional development of science teachers. Specifically we raise questions and considerations for future research as it relates to science teacher education and research in science education. [less ▲]