International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(1) 114-136

Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers

Selcuk Sahingoz & William W. Cobern

pp. 114 - 136   |  DOI: https://doi.org/10.29329/epasr.2020.236.7   |  Manu. Number: MANU-1911-30-0002.R1

Published online: March 24, 2020  |   Number of Views: 66  |  Number of Download: 523


Abstract

The main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had completed a science methods course and some not. A sequential exploratory mixed-methods design involving both quantitative and qualitative parts was used. The quantitative data were collected using the POSTT assessment instrument to identify pedagogical orientations profiles of the participants. A subset of students was subsequently interviewed so that they could explain their responses to the POSTT items. The data points out that many participants whether they had taken a methods course or note tended toward an inquiry science teaching orientation. When participants chose similar instructional preferences, however, their reasons often varied. The data indicated that students having taken a methods course think more broadly about factors that should influence choices of instructional practice (e.g., grade level, prior knowledge, interest areas). The findings suggest that a science methods course can have a positive influence on pre-service teachers with respect to the development of an inquiry science teaching orientation. The POSTT items have potential use within science methods courses for the formative assessment of pre-service teachers’ orientations toward science instruction.

Keywords: Pedagogical orientation, preservice science teacher education, science methods course


How to Cite this Article?

APA 6th edition
Sahingoz, S. & Cobern, W.W. (2020). Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers . Educational Policy Analysis and Strategic Research, 15(1), 114-136. doi: 10.29329/epasr.2020.236.7

Harvard
Sahingoz, S. and Cobern, W. (2020). Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers . Educational Policy Analysis and Strategic Research, 15(1), pp. 114-136.

Chicago 16th edition
Sahingoz, Selcuk and William W. Cobern (2020). "Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers ". Educational Policy Analysis and Strategic Research 15 (1):114-136. doi:10.29329/epasr.2020.236.7.

References
  1. Abell, S. K., Appleton, K., & Hanuscin, D. L. (2010). Designing and Teaching the Elementary Science Methods Course. New York, NY: Routledge. [Google Scholar]
  2. Asrin, L. (2014). Translating and Adapting the POSTT for Formative Assessment of Indonesian Preservice Science Teachers’ Pedagogical Orientations. (Unpublished master's thesis). Western Michigan University, Kalamazoo, MI/USA. [Google Scholar]
  3. Ausubel, D. P., Novak, J. D., & Hanesian, H. (1986). Educational Psychology: A Cognitive View (2nd ed.). New York, NY: Werbel & Peck. [Google Scholar]
  4. Chan, K., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), p. 817-831. [Google Scholar]
  5. Cobern, W.W., Schuster, D., Adams, B., Skjold, B.A., Mugaloglu, E.Z., Bentz. A., & Sparks, K. (2014). Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations. International Journal of Science Education, 36(13), 2265-2288. [Google Scholar]
  6. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Los Angeles, CA: Sage Publications, Inc.  [Google Scholar]
  7. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.  [Google Scholar]
  8. Friedrichsen, P. (2002). A substantive-level theory of highly-regarded secondary biology teachers’ science teaching orientations. Unpublished doctoral dissertation, The Pennsylvania State University, University Park. [Google Scholar]
  9. Grossman, P. (1990). The making of a teacher. New York: Teachers College. [Google Scholar]
  10. Guven, D., Kucuk Doganca, Z., Mugaloglu, E. & Cobern, W. W. (2015). A Study on Teaching Orientations of Freshman Science Education Students. Paper presented at the annual meeting of the. European Science Education Research Association. Helsinki, Finland. [Google Scholar]
  11. Hewson, P. W. (2007). Part V of Chapter 38: Teacher Professional Development in Science. In Abell, S. K., & Lederman, N. G. (Eds.) Handbook of Research on Science Education (pp. 1179-1203). Mahwah, NJ: Erlbaum.  [Google Scholar]
  12. Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Dordrecht, the Netherlands: Kluwer. [Google Scholar]
  13. National Research Council (2012). A Framework for K–12 Science Education: Practices, [Google Scholar]
  14. Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press. [Google Scholar]
  15. NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, [Google Scholar]
  16. DC: National Academies Press. [Google Scholar]
  17. Ramnarain, U. & Schuster, D. G. (2014). The pedagogical orientations of South African physical sciences teachers toward inquiry or direct instructional approaches. Research in Science Education. 44(1):627-650. [Google Scholar]
  18. Sahingoz, S. (2017). An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches. Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Mallinson Institute for Science Education, Western Michigan University, June, 2017. (Unpublished Doctoral dissertation) http://scholarworks.wmich.edu/dissertations/3127 [Google Scholar]
  19. Schuster, D., Cobern, W. W., Applegate, B., Schwartz, R., Vellom, P., and Undreiu, A. (2007). Proceedings of the National STEM Assessment Conference on Assessment of Student Achievement, hosted by the National Science Foundation and Drury University, in Washington DC, October 19-21, 2007. [Google Scholar]
  20. Shulman, L., S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.  [Google Scholar]
  21. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. [Google Scholar]