Learning to Teach Elementary Science: From Preservice to Induction Change Associated with Readiness, Education, & Efficacy in Reform Science Dr. Betty Young, PI URI, School of Education Accuracy in Science Content & Investigations Purpose of CAREERS The CAREERS research project is advancing knowledge about the preparation and induction of elementary science teachers by examining teacher learning and the effects of professional development at the pre-service level over time. Use of the Elements of Inquiry Lessons Questioning Skills  First lessons of elementary preservice teachers were 83 % accurate.  Typical indicators of teachers’ science content knowledge (e.g., science tests, courses or GPA in college science coursework) were not predictive of accurate lessons.  Preservice teachers often misjudged the complexity of their science topics.  Elementary preservice teachers often lacked the deep content knowledge for fielding student questions and guiding scientific problem solving and understanding.  Most elementary preservice teachers were not well prepared to present a science lesson that included an adequate experimental design (e.g.,control of variables).  Only 4% of the preservice teachers in methods demonstrated a well-developed practice of controlling variables during the investigation. University of Rhode Island  Closing of lessons contributed most in discriminating the high and the low quality inquiry approaches.  Many lessons did not have “students providing evidence to support findings,” or “teacher asking for evidence in support of student statements.” The preservice teachers had the most difficulty with the “making meaning” or summary parts of the videotaped science lessons.  In general, cooperating teachers had significantly stronger Opening, Exploration, and Closing elements of an inquiry lesson than method students or student teachers.  During the Exploration in high inquiry instruction, teachers’ probing questions guided students to evaluate their investigation process and make meaning from their experiments, thereby increasing the depth of student responses. In weaker lessons, students provided short responses without in-depth explanations. Primary Goals:  Provide a multifaceted view of changes in teacher knowledge, skills & dispositions along the Teacher Professional Continuum.  Determine the optimal combination of experiences & support leading to highly qualified elementary science teachers. Science Investigation Knowledge Elementary Science Test (Horizon Research, Inc.) Inquiry Assessment Accuracy in Video Science Lesson Mentoring by Cooperating Teachers Interviews Video Science Lessons TISS STEBI Elementary Science Test Science Content Knowledge Elementary Science Test (Horizon Research, Inc.) Inquiry Assessment Accuracy in Video Science Lesson Prior Experiences with Science Science Autobiographies College Science Courses & GPA Beliefs About Science SUSSI (Liang et al., 2006 ) Science Teaching Efficacy STEBI (Enochs & Riggs, 1990) Inquiry Pedagogy TISS (Shim et al., 2007) Video Science Lessons Teacher Questioning Video Science Lessons Attitudes Toward Change TISS (Shim et al., 2007) Science Methods Essays Interviews Innovative Features of CAREERS Project  Multiple variables compared  Mixed methods of analysis examining and comparing quantitative and qualitative data  Collection of longitudinal data along Teacher Professional Continuum  Interdisciplinary research teams: science education, adult education, scientists, psychologists, school administrators & state educational policy makers  Research-Practice collaboration  Case study depth with larger sample: Cohort 1 : 27 preservice teachers (methods) 27 cooperating teachers 27 preservice teachers (student teaching) 3 induction teachers Cohort 2 : 39 preservice teachers (methods) 39 cooperating teachers 39 preservice teachers (student teaching) ? Induction teachers  The ratio of science questions to overall teacher talk was 1:3 across all grade levels.  While the vast majority of questions would be rated as level 1 in Webb’s Depth of Knowledge, there were patterns of questioning sequences in which teachers guided students to make reasonable conclusions or used questioning for management functions to engage student attentiveness. Implications  Identify the KEY variables that contribute to high quality science teaching in elementary classrooms.  Focus the design of elementary preservice methods preparation and inservice professional development to increase quality of teaching. Dr. Betty Young Principal Investigator University of Rhode Island School of Education Variables of Interest Data Sources Key Findings