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Beskrivning
Self-study research is making an impact on the field of science education. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education.
Forward:Building on Findings from Self-Studies in Science Education, John Loughran.- PartI Introduction: Self-Studies and Science Education.- Garnering theUnderstandings Emerging from Self-Studies in Science Teacher Education, GayleA. Buck, Valarie L. Akerson and Brent Gilles.- Self Study in Pre-ServiceScience Teacher Education, Allan Feldman.- Part II Self-Studies and ScienceContent Courses for Teachers.- Promoting Student Agency in Science Inquiry: ASelf-Study of Relational Pedagogical Practices in Science Teacher Education, AmyTrauth-Nare, Gayle A. Buck & Nicole Beeman-Cadwallader.- Using Self-Studyto Learn to Teach Genetics to Pre-Service Teachers for Understanding and forTeaching, Eunice Nyamupangedengu.- Using Self-Study to Evaluate a PedagogicalApproach for Navigating Conflicts in a Science Content Course for PreserviceTeachers, Sarah Quebec Fuentes & Mark Bloom.- Exploring our Theoretical andPractical Understanding of Enthusiasm in Science Teaching: A Self-Study of ElementaryTeacher Preparation, Brent Gilles & Gayle A. Buck.- Response of Section II:Practicing, Modeling, and Influencing Approaches to Teaching – A Commentary, MichaelBowen.- Part III Self-Studies and Elementary Science Methods Courses.- EvolvingGoals, Pedagogies, and Identities as an Elementary Science Teacher Educator: PrioritizingPractice, Elizabeth A. Davis.- Our Journey of Understanding through Lesson Study,Stephen Marble, Michael Kamen, Gilbert Naizer & Molly Weinburgh.- HowScience Teacher Educators of Color Conceptualize and Operationalize theirPedagogy in Science Methods Courses, Karthigeyan Subramaniam, Sumreen Asim, EunYoung Lee & Kia S. Rideaux.- Uncertainties of Learning to Teach ElementaryScience Methods Using Engineering Design: A Science Teacher Educator’s Self-Study,Brenda M. Capobianco.- Response of Section III: Self-Studies of ElementaryScience Teacher Education: Insights, Implications, and Future ResearchDirections, Lucy Avraamidou.- Part IV Self-Studiesand Secondary Science Methods Courses.- Experiences with Activities DevelopingPre-Service Science Teacher Data Literacy, G. Michael Bowen, Anthony Bartley,Leo MacDonald & Ann Sherman.- Going Beyond the Status Quo: A LongitudinalSelf-Study of a School Based Science Teacher Preparation Program, Nidaa Makki& Gary Holliday.- Biology Student Teachers’ Reflections in Eportfolios as aTrigger for Self-Study of a Teacher Educator, Lindsey N. Connor.- Response ofSection IV, Gillian Roehrig.- Part V. Self-studies and the Preparation ofFuture Science Teacher Educators.- Finding the Means to Initiate and Sustain aTeacher Educator’s Pedagogical Content Knowledge (PCK) Development in Science Education, Anne Hume.- Trash orTreasure? Re-conceptualizing My Ruins as a Tool for Re-Imagining the Nature ofScience Teacher Education, Maria F.G. Wallace.- Supporting New Members as They Transitioninto our Science Educational Community of Practice, Gayle A. Buck & ValarieL. Akerson.- DevelopingKnowledge of Practice through Self-Study: Becoming a Science Teacher Educator, JenniferMansfield, John Loughran & Gillian Kidman.- Response to Section V:Reflections on Self-Studies and the Preparation of Future Science TeacherEducators, Justin Dillon.- VI. Epilogue.- Here’s Looking at You Kid: When theResearcher Becomes the Sample, Norman G. Lederman & Judith S. Lederman.- Turning a Critical Eye on OurPractice: Influence of Current Stories, Valarie L. Akerson & Gayle A. Buck.-VIII. Afterward, Joanne K. Olson.- Index.
