The Electronic Journal for Research in Science & Mathematics Education

27(4) Front Matter

EJRSME Editorial Board — Fri, 02 Feb 2024 00:00:00 -0500

Self-efficacy in Elementary Science

Melissa Hulings — Fri, 02 Feb 2024 00:00:00 -0500

Studies have shown that preservice teachers come to their science methods courses with perceptions about science teaching and learning that can impact their levels of self-efficacy when it comes to teaching science (Bulunuz & Jarrett, 2010; Jarrett, 1999; Kazempour, 2014). Multiple students have been conducted to document the effects of methods courses on preservice elementary teachers’ science self-efficacy, finding the methods course effective in increasing levels of self-efficacy (Flores, 2015; McDonnough &Matkins, 2010; Menon & Azam, 2021) and that these levels of self-efficacy either persist (Wingfield et al., 2000) or decrease due to student teaching (McKinnon & Lamberts, 2014; Settlage et al., 2009). This study sought to examine the relationship between prior experiences, the science methods course, and field experiences for one preservice elementary teacher. Despite having negative experiences with science and an overall sense of overwhelm at the thought of teaching science, Monica displayed high levels of self-efficacy throughout the science methods course and student teaching. By examining STEBI-B surveys, with open questions included, and interview transcripts, this study sought to better understand the interconnectedness of experiences and self-efficacy. Although the results reported here pertain to one preservice elementary teacher, it adds to the overall complex relationship between past, present, and future experiences.

Scripted Curriculum vs. Understanding by Design

Masomeh Mahzoon-Hagheghi, Faye Bruun — Fri, 02 Feb 2024 00:00:00 -0500

The purpose of this study was to analyze the effectiveness of scripted biology curriculum as a means of providing students with the information required to increase content knowledge, while comparing curriculum developed by the teacher that utilizes the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). The study used a mixed method, concurrent triangulation design which revealed that there was a significant difference between student growth from the pretest to the posttest. The teacher reflection logs and student focus groups identified two themes regarding science content knowledge: instructional/learning style and using discussion within the instructional cycle for both curricula. It was evident that the increase in content knowledge was associated with the utilization of discussion during the learning cycle. The teacher reflection logs and student focus groups also identified two themes when looking at the perception of the learning environment: the effect of teacher relationship on instruction and the effect of time on the learning environment. According to the instrument used, both groups of students showed growth, however, there was a larger gain among the students receiving the Understanding by Design curriculum. A major contributing factor for the growth among all students was the relationship the teacher had with them to meet their individual academic needs.

Keywords: scripted science curriculum, Understanding by Design

Pathways to Science Careers

Sarah L. Ferguson, Lesa DeShield Givens — Fri, 02 Feb 2024 00:00:00 -0500

One function of modern education has been to prepare students for future college and/or career pathways. Particular attention in the US is given to preparation in STEM career fields. However, we may not be effective in advising students towards some STEM careers. This qualitative interview study evaluates the perspectives of stakeholders in science career preparation, including high school teachers and counselors, community college and university faculty, and science industry professionals. Interviews were conducted to explore participant perceptions on skills and dispositions students need to be successful in science careers. Results are presented focused on areas of agreement and areas of difference between the stakeholder groups, and specific recommendations for practical change in science career development are discussed.

Facilitating Emergent Bilinguals’ Participation in Mathematics

Erin Smith — Fri, 02 Feb 2024 00:00:00 -0500

This study examined the mathematical learning opportunities provided to emergent bilinguals (EBs) through their participation in whole class discussions in an elementary classroom. Positioning theory (Harré & van Langenhove, 1999) was used to examine a third-grade monolingual teacher’s positioning acts and related storylines across two years. An examination of the data revealed the teacher utilized three prevalent positioning acts with EBs (i.e., inviting EBs to share mathematical thinking, valuing EBs’ mathematical contributions, and inviting peers to consider EBs’ mathematical contributions) that provided multiple and varied opportunities to participate in whole class mathematical discussions while circulating two storylines: EBs are mathematically competent and EBs can explain their mathematical reasoning to others. Findings suggest that positioning acts can be used in similar ways by other teachers across contexts to strive for equitable mathematics education.

Together in a Productive Struggle

Katherine Baker, Madison Clark, Danielle Moloney Gallagher — Fri, 02 Feb 2024 00:00:00 -0500

This article features a fifth grade mathematics exploration planned to facilitate students’ productive struggle. The exploration was a catalyst for a team of educators to unpack the teacher’s experience when facilitating student productive struggle. The team called this teacher productive struggle and shares here about the construct contextualized in the exploration.

Interdisciplinary Teaching

Demet Baran-Bulut, Tugba Yuksel — Fri, 02 Feb 2024 00:00:00 -0500

Physics and mathematics represent closely intertwined fields, wherein physicists employ mathematical modeling to address intricate problems. A challenge encountered by physicists involves bridging conceptual understanding with mathematical equations, a task that educators can facilitate by supporting students in navigating these two realms of comprehension. Mathematical modeling has exhibited potential in assisting students in recognizing that the domains of physics and mathematics are not insurmountably complex. The present study investigated the capability of science preservice teachers (PSTs) enrolled in an introductory physics course to resolve real-life physics problems by adhering to the stages of mathematical modeling. Data were gathered through the Interdisciplinary Modeling Eliciting Activity, allowing students to collaboratively discuss problems and devise solutions. Analysis was executed utilizing the interdisciplinary mathematical modeling (IMM) framework. The activity provided an inclusive platform for all students, including those who typically remained reticent during classes, to actively participate in group discussions and articulate their ideas. Despite the successful navigation of the problem with the guidance of the IMM framework, groups encountered challenges in certain tasks such as parsing/grouping and generating a context. Overall, the study demonstrated promise in augmenting PSTs' enthusiasm for physics and enhancing their comprehension of mathematical models within the discipline.

Secondary School Students’ Experiences in Online Physics Learning During the COVID-19 Pandemic

Rawatee Maharaj-Sharma — Fri, 02 Feb 2024 00:00:00 -0500

The world lived through a pandemic over the 2020-2022 period, which forced drastic changes in every sector and every aspect of our lives. One such change in the education sector was the immediate shift to online learning as educational institutions across the world responded to the pandemic. Educational institutions in Trinidad & Tobago, like everywhere else shifted from face-to-face to online instruction in all courses and programmes, including physics. While the conduct of physics lessons through virtual classrooms may have several advantages, it is not without disadvantages. The latter resulted in challenges, especially for students, and it is important for us to understand how students experienced and managed their learning in the fully online environment. The aim of this phenomenological study is to capture and describe the experiences of students in online physics learning in a virtual classroom – specifically their experiences in, preparing for online physics learning, managing learning in the virtual physics classroom and benefiting from opportunities in online physics learning. Three major themes emerged from this study – students’ readiness for online learning, students’ challenges during online learning and the role of follow through facilitation after online lessons. Despite their preparations, students encountered challenges such as network connectivity, reliability of supporting systems and distractions in their learning environment at home, but they were optimistic, that the reality presented them with opportunities to improve their technological competencies and to maximize their online learning experiences as they engaged in the learning of physics concepts in a non-traditional way.

How the Perception of the Inclusiveness of the Learning Environment Predicts Female and Male Students’ Physics Self-efficacy, Interest, and Identity in an Introductory Course for Bioscience Majors

Sonja Cwik, Chandralekha Singh — Fri, 02 Feb 2024 00:00:00 -0500

Students' physics self-efficacy, interest, and identity in introductory courses can influence their outcomes in that course as well as their future career aspirations. A lot of work has focused on the role these motivational beliefs play in students’ outcomes without attention to the role the perception of the inclusiveness of the learning environment plays in shaping these beliefs. This study used a validated survey instrument to probe the motivational outcomes of 873 students at the end of a two-semester mandatory introductory physics course primarily for bioscience majors, in which women make up 62% of the class. We investigated how the perception of the inclusiveness of the learning environment (perceived recognition, peer interaction, and belonging) predicts male and female students’ motivational outcomes, including their physics self-efficacy, interest, and identity. We found that these motivational beliefs were lower for women and the perception of the inclusiveness of the learning environment plays a major role in explaining these motivational outcomes. These findings can be useful to provide support and to create an equitable and inclusive learning environment to help all students excel in algebra-based physics courses for bioscience majors.