Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers' Responses to a State Science Assessment

Autor/in	Mangiante, Elaine Silva
Titel	Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers' Responses to a State Science Assessment
Quelle	In: Education Sciences, 3 (2013) 3, S.222-258 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Elementary School Teachers; Grade 4; Elementary School Science; Science Instruction; Critical Thinking; Urban Teaching; Urban Schools; Poverty Areas; Educational Planning; State Standards; Science Process Skills; Persuasive Discourse; Science Teachers; Teacher Education; Scientific Literacy; Evidence Based Practice; Qualitative Research; Interviews; Observation; Cognitive Processes; Case Studies; Faculty Development; Alignment (Education); Science Tests + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken; Urban education; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsplanung; Persuasion; Persuasive Kommunikation; Science; Science teacher; Wissenschaft; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Cognitive process; Kognitiver Prozess; Case study; Fallstudie; Case Study
Abstract	Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students' assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul's continuum for teaching science as argument, the findings indicated that both teachers adopted an investigation-based and evidence-based approach to science teaching to prepare students for the inquiry task. However, one teacher provided argument-based science teaching from her explicit training in that approach. The results suggested that the teachers' training and resources informed their interpretation of the focus areas on the science assessment inquiry task and influenced the extent to which they offered students an equitable opportunity to develop higher-order thinking from reform-based science. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01