Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

Journal of Science Teacher Education

Volumn 25, Issue 1, 2014, Pages 97-117

  Harlow, Danielle B ^a   Swanson, Lauren H ^b   Otero, Valerie K ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b WHITTIER COLLEGE   (United States)

^c UNIVERSITY OF COLORADO   (United States)

Author keywords

Elementary Teacher Education; Physics Education; Video

Indexed keywords

EID: 84894565043     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-012-9319-7     Document Type: Article

References (76)

1. Abell, S., & Cennamo, K., (2004). Videocases in elementary science teacher preparation. In J. Brophy (Ed.), Advances in research on teaching volume 10: Using video in teacher education (pp. 103-129). New York: Elsevier.
2. American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York: Oxford University Press.
3. American Association of Physics Teachers [AAPT]. (1995). Powerful ideas in physical science. College Park, MD.
4. Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
5. Ball, D. (1997). What do students know? Facing challenges of distance, context, and desire in trying to hear children. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. II, pp. 769-818). Doderich, The Netherlands: Kluwer.
6. Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
7. Bleicher, R., Tobin, K. G., & McRobbie, C. J. (2003). Opportunities to talk science in a high school chemistry classroom. Research in Science Education, 33, 319-339.
8. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and teacher education, 24, 417-436. doi: 10. 1016/j. tate. 2006. 11. 012.
9. Brooks, D., Horton, G., van Heuvelen, A., & Etkina, E. (2004). Concerning scientific discourse about heat. Sacramento, CA: Paper presented at the Physics Education Research Conference.
10. Brophy, J. (Ed.). (2004). Using video in teacher education (Vol. 10). Amsterdam: Elsevier JAI.
11. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
12. Brown, B., & Ryoo, K. (2007). Teaching science as a language: A "Content-First" approach to science teaching. Journal of Research in Science Teaching, 45(5), 529-553. doi: 10. 1002/tea. 20255.
13. Carlsen, W. (1993). Teacher knowledge and discourse control: quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching, 30(5), 471-481. doi: 10. 1002/tea. 3660300506.
14. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. New York: Routledge.
15. Creswell, J. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
16. Derry, S. J., Schunn, C., & Gernsbacher, M. A. (Eds.). (2005). Interdisciplinary collaboration: An emerging cognitive science. Mahwah, NJ: Lawrence Erlbaum Associates.
17. Driver, R., Asoko, H., Leach, J., Mortimer, D., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12. doi: 10. 3102/0013189X023007005.
18. Fang, Z. (2004). Scientific literacy: A systemic functional linguistic perspective. Science Education, 89(2), 335-347. doi: 10. 1002/sce. 20050.
19. Fosnot, C., & Dolk, M. (2002). Young mathematicians at work: Constructing fractions, decimals, and percents. Portsmouth: Heinemann.
20. Fulp, S. (2002). 2000 National survey of science and mathematics education: Status of elementary school science teaching: Horizon Research Inc.
21. Gallas, K. (1995). Talking their way into science. New York: Teachers College Press.
22. Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor and Francis.
23. Gess-Newsome, J., & Lederman, N. (1999). Examining pedagogical content knowledge: The construction and its implications. Dordrecht: Klewer Academic Publishers.
24. Goldberg, F., Robinson, S., & Otero, V. (2007). Physics and everyday thinking (PET). Armok: It's About Time.
25. Gopnik, A., Meltzoff, A., & Kuhl, P. (1999). The scientist in the crib: What early learning tells us about the mind. Mew York: Harper Collins.
26. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 15-46). New York: Macmillan.
27. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
28. Gumperz, J. (1986). Interactional sociolinguiostics in the study of schooling. In J. Cook-Gumperz (Ed.), The social construction of literacy (pp. 45-68). Cambridge, England: Cambridge University Press.
29. Gussin-Paley, V. (1986). On listening to what the children say. Harvard Educational Review, 56(2), 122-131.
30. Hammer, D. (2001). Practices of inquiry in teaching and research. Cognition and Instruction, 19(4), 441-478.
31. Hammer, D., & Zee, Van. (2006). Seeing the science in children's thinking. Portsmouth: Heinemann.
32. Harlow, D. (2010). Structures and improvisation for inquiry-based science instruction: A teacher's adaptation of a model of magnetism activity. Science Education, 94(1), 142-163. doi: 10. 1002/sce. 20348.
33. Hashweh, M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and teacher education, 3, 109-120.
34. Hill, H., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Education Research Journal, 42(2), 371-406. doi: 10. 3102/00028312042002371.
35. Hough, S., Jacob, W., Moon, K., Guzman, M., & Lager, C. (2010). Measuring the differences in prospective elementary teachers' and secondary teachers' early pedagogical content knowledge using video cases. In C. Crawford, et al. (Eds.), Proceedings of society for information technology & teacher education international conference 2010 (pp. 3456-3467). Chesapeake, VA: AACE.
36. Hrepic, Z., Adams, P., Zeller, J., Talbott, N., Taggart, G., Young, L., et al. (2005). Developing an inquiry-based physical science course for preservice elementary teachers. In L. McCollough & J. Marx (Eds.), Proceedings of the 2005 PERC (pp. 818-821). Melville, NY: AIP Press.
37. Itza-Ortiz, S., Rebello, N. S., & Zollman, D. A. (2003). The vocabulary of introductory physics and its implications for learning physics. The Physics Teacher, 41. doi: 10. 1119/1. 1607802.
38. Jackson, D. P & Laws, P. W. (1997). Workshop physical science: Project-based science education for future teachers, parents, and citizens. In E. F. Redish & J. S. Rigden (Eds.), The changing role of physics departments in Modern Universities: Proceedings of the international conference on undergraduate physics education (pp. 623-630). College Park, MD: University of Maryland, AIP Press.
39. Jenness, M., & Miller, P. (2005). PET external evaluation: An analysis of pre/post content test scores. Western Michigan: Mallinson Institute for Science Education.
40. Lave, J. (1988). Cognition in practice: mind, mathematics and culture in everyday life. New York: Cambridge University Press.
41. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
42. Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Corporation.
43. Lin, P. (2005). Using research-based video-cases to help pre-service primary teachers conceptualize a contemporary view of mathematics teaching. International Journal of Science and Mathematics Education, 3, 351-377. doi: 10. 1007/s10763-004-8369-5.
44. Lindsey, B. A., Hsu, L., Sadaghiani, H., Taylor, J. W., & Cummings, K. (2012). Positive attitudinal shifts with the physics by inquiry curriculum across multiple implementations, Physical Review Special Topics-Physics Education Research, 8, 010102.
45. May, D. B., Hammer, D., & Roy, P. (2006). Children's analogical reasoning in a third-grade science discussion. Science Education, 90(2), 316-330. doi: 10. 1002/sce. 20116.
46. McDermott, L. C. (1990). A perspective on teacher preparation in physics and other sciences: The need for special courses for teachers,". American Journal of Physics, 58(8), 734-742.
47. McDermott, L. C. (1996). Physics by inquiry (Vols. I and III). New York: Wiley.
48. Miles, A., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
49. Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice Hall.
50. Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro, what is 'quality'?": Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-478. doi: 10. 1002/tea. 1014.
51. Munby, H., Russell, T., & Martin, A. K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: AERA.
52. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
53. National Research Council. (2000). Educating teachers of science, mathematics and technology: New practices for a new millennium. Washington, DC: National Academy Press.
54. O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Child discourse and social learning (pp. 63-102). Cambridge: Cambridge University Press.
55. Otero, V., & Gray, K. (2008). Attitudinal gains across multiple universities using the physics and everyday thinking curriculum. Physical Review Special Topics-Physics Education Research, 4, 020104. doi: 10. 1103/PhysRevSTPER. 4. 020104.
56. Petrosino, A., & Koehler, M. (2007). Teachers as designers: Pre and in-service teachers' authoring of anchor video as a means to professional development. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 411-423). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
57. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. doi: 10. 3102/0013189X029001004.
58. Rosaen, C., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347-360.
59. Roth, K. (2010). Videocses for science teaching analysis (ViSTA): An experience with online, videocase-based modules designed for use in pre-service science methods courses, Association of Science Teacher Educators, www. bscs. org/ASTE2010.
60. Sanders, T. (2004). No time to waste: The vital role of college and university leaders in improving science and mathematics education. Paper presented at the Teacher preparation and institutions of higher education: Mathematics and science content knowledge, United Stated Department of Education.
61. Santagata, R. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38-51. doi: 10. 1177/0022487108328485.
62. Santagata, R., Zannoni, C., & Stigler, J. (2007). The role of lesson analysis in pre-service teacher education: And empirical investigation of teacher learning from a virtual video0based field experience. Journal of Mathematics Teacher Education, 10, 123-140. doi: 10. 1007/s10857-007-9029-9.
63. Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57.
64. Sherin, M., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.
65. Sherin, M., & van Es, E. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
66. Shulman, L. S. (1986). Paradigms and research in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Edn., pp. 3-36). New York: Macmillan.
67. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
68. Star, J., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. doi: 10. 1007/s10857-007-9063-7.
69. Stockero, S. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373-394. doi: 10. 1007/s10857-008-9079-7.
70. van Driel, J., Verloop, N., & de Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 637-695.
71. Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham: Open University Press.
72. Wilson, S., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps and recommendations (No. R-01-3): Center for the Study of Teaching and Policy, University of Washington.
73. Yadav, A. (2008). What works for them? Pre-service teachers perceptions of their learning from video cases. Action in Teacher Education, 29(4), 27-38.
74. Yerrick, R. (2002). Using digital video to expand prospective science teachers' views of science. The Online Journal of Teaching and Learning in the CSU.
75. Yerrick, R., Ross, D., & Molebash, P. (2005). Too close for comfort: Real-time science teaching reflections via digital video editing. Journal of Science Teacher Education, 16, 351-375.
76. Zeidler, D. (2002). Dancing with maggots and saints: Visions for subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge in science teacher education reform. Journal of Science Teacher Education, 13(1), 27-42.