Preparing and Hiring Exemplary Science Teachers

Focus on Excellence, 1987

The Search for Exemplary Preservice Elementary Science Programs was undertaken to recognize programs that modeled effective teaching behaviors and prepared teachers for developing appropriate attitudes and skills in students. This document describes the seven exemplary programs that were recognized by the National Science Teachers Association's Search for Excellence. The criteria for excellence are listed and explained and perspectives are offered on what was learned from the search. Programs reviewed include those from: (

Journal of Science Teacher Education, 1991

International …, 2009

1990

There is little doubt that the findings of research in science education can be depressing at times. The literature is replete with reports and research findings which highlight problems and shortcomings associated with the teaching and learning of science. In order to provide a refreshing alternative to the majority of research reports which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice in science teaching was initiated in three nations to provide a focus on the successful and positive facets of schooling. It was assumed that much could be learned from case studies of exemplary practice that would stimulate and guide improvements in science education, especially with such an international perspective.

Science Education, 1974

International Journal of Environmental and Science Education, 2011

Science Education, 1965

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Science Education, 1980

Previous Studies The development of positive attitudes toward science and science teaching by preservice elementary teachers is a recognized goal of science education. It is thought that teachers who have positive attitudes toward science and science teaching will convey these attitudes to students in their classrooms and will be more likely to teach science to a greater extent than those teachers who have negative attitudes. Many science educators have modified science and science methods courses to bring about more favorable attitudes. Some science courses have been given an inquiry orientation (Arons, 1972), while others (in addition to this one) have made more extensive use of elementary science materials (DeVito, 1977). By adding a field component in which future elementary teachers work with children

1989

This document presents recommendations and generalizations from Project Synthesis, Educating Americans for the 21st Century, National Science Teacher Association Excellence Programs, and the Iowa Honors Workshop concerning the 861 teachers who were part of exemplary programs. Specific teaching strategies are listed that are associated with standard and exemplary teaching. Five proposed domains for science teaching and assessment include concepts, process, creativity, attitude, and connections and applications. Contrasts between student outcomes of classrooms taught by typical teachers and exemplary teachers are listed under each domain. Included are the results obtained when exemplary teachers assessed student growth in the five domains using a standard textbook format versus a science/technology/society (STS) framework. It was determined that teachers who use exemplary practices are able to stimulate growth in their students in all domains other than concept mastery to a far greater degree than when standard teaching practices are employed. Ten features of exemplary programs produced by exemplary teachers are listed. (KR)

Journal of Research in Science Teaching, 1990

In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data-collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplaty science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.