This edited volume showcases current science education research in Canada, from pre-Kindergarten to Grade 7, conducted in Canada by a diverse group of researchers from across the country. We draw on the themes that emerged from our previous book, Science Education in Canada: Consistencies, Commonalities, and Distinctions, to guide the structure of this book on elementary science education research. In particular, chapters on science teacher preparation; Indigenous perspectives; environmental education; science, technology, engineering, and mathematics (STEM); and science, technology, society, and the environment (STSE) reflect a Canadian perspective. However, these themes are of global interest and authors include ideas for how science education research in Canada might be used by academics and researchers in other countries.
This book builds a cohesive picture of current elementary science education research in Canada, highlighting themes that will resonate with international readers.
Author(s): Christine D. Tippett, Todd M. Milford
Series: Contemporary Trends and Issues in Science Education, 53
Publisher: Springer
Year: 2023
Language: English
Pages: 236
City: Cham
Reviewers
Acknowledgements
Contents
Editors and Contributors
1 Providing a Space for Canadian Science Education Research
1.1 Introduction
1.2 The Uniqueness of Canadian Science Education Research
1.3 About the Book
1.4 How to Read This Book
References
2 Changes in Discourse Patterns During Scientific Inquiry: A Co-teaching Model for Teacher Professional Learning
2.1 Introduction
2.2 Literature Review
2.2.1 Scientific Inquiry
2.2.2 The Steps to Inquiry Framework (SIF)
2.2.3 Co-teaching
2.2.4 Discourse Patterns
2.3 Methods
2.3.1 Context
2.3.2 Participants
2.3.3 Data Collection and Analysis
2.4 Results
2.4.1 October: Before Co-teaching Began
2.4.2 Discourse Patterns Before Co-teaching
2.4.3 November: I Do Co-teaching Phase
2.4.4 Discourse Patterns in the I Do Co-teaching Phase
2.4.5 January: We Do Co-teaching Phase
2.4.6 Discourse Patterns in the We Do Co-teaching Phase
2.4.7 February: You Do Co-teaching Phase
2.4.8 Discourse Patterns in the You Do Co-teaching Phase
2.4.9 Discussion
2.5 Conclusions
Appendix
References
3 Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learning
3.1 Introduction
3.2 Inclusion, UDL, and Science Teaching
3.3 Methods
3.3.1 Interviews
3.3.2 Teacher Reflections
3.3.3 Teacher/Student Artifacts
3.3.4 Observations
3.3.5 Field Notes
3.3.6 Data Analysis
3.4 Adoption of UDL in Science: A Case Vignette
3.4.1 Andy’s Planning, Implementation, and Impact on Learning
3.4.2 Andy’s Changing Views of Inclusion and UDL
3.4.3 Andy’s Perspectives on the Value of the UDL Framework
3.5 Conclusions and Recommendations
References
4 Science in the Spotlight: What Are Monsters Made of? (A Performative Inquiry)
4.1 Prologue: Performing Science
4.2 In the Beginning …
4.2.1 Exploring and Problem Solving
4.2.2 Pedagogical Opportunities
4.2.3 Science as Performative Inquiry
4.3 The Play
4.4 Exploring Science through Drama: Interdisciplinary Learning and Creative Action
4.5 Epilogue: Defeating the Monster
References
5 Teaching the Engineering Design Process: Preservice Teachers’ Professional Development in a Community of Practice
5.1 The Engineering Design Process in Elementary Schools
5.1.1 Design It: A Manitoba-based Engineering Design Process Program
5.1.2 Professional Development of Preservice Teachers Through Collaborative Inquiry
5.1.3 Collaborative Inquiry: Furthering the Professional Development of Preservice Teachers in Engineering Design
5.2 Method
5.3 Results
5.3.1 Planning
5.3.2 Confidence
5.3.3 Problem Solving as an Instructional Strategy
5.4 Discussion
References
6 Is This a Course About Science? Tensions and Challenges with Engaging Preservice Elementary and Middle Years Teachers in Science Learning
6.1 Introduction
6.2 What Was the Need for the New Course?
6.2.1 Motivations
6.3 Recommendations for Preservice Science Teacher Preparation
6.3.1 Science Teacher Self-efficacy
6.3.2 Science Inquiry
6.3.3 Nature of Science
6.3.4 Provincial Science Curriculum
6.4 Establishing Learning Outcomes
6.4.1 Other Planning Considerations
6.5 Course Activities
6.5.1 Modified Jigsaw Activity
6.5.2 Problem-Solving and Laboratory Activities
6.5.3 Invited Speakers
6.5.4 First Year Research Experience (FYRE)
6.6 Meeting the Learning Outcomes
6.6.1 Developing Science Content and Process Knowledge
6.6.2 Engaging in Research
6.6.3 Understanding Epistemologies of Science
6.6.4 Critically Evaluating Science Knowledge
6.7 Concluding Thoughts
References
7 Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science: An Exploration of Processes and Outcomes
7.1 Introduction
7.2 Background and Conceptual Framework
7.2.1 Scientific Inquiry and Technological Design
7.2.2 Technology-Mediated Pedagogies
7.2.3 Critical Thinking
7.2.4 Other 21st Century Skills
7.2.5 STI Professional Development Program Features
7.3 Methodology
7.3.1 Timeline, Data Sources, and Analysis
7.4 Results
7.4.1 Changes in Pedagogical Views and Practices
7.4.2 Teaching Self-Efficacy Changes
7.4.3 Active Learning
7.4.4 Motivating and Sustaining Engagement Online
7.5 Discussion
7.6 Implications and Recommendations
References
8 Expanding Vision II of Scientific Literacy with an Indigenous Hawaiian Perspective
8.1 Introduction
8.1.1 Personal Reflection—Visions I and II
8.1.2 Personal Reflection—An Expanded Vision II (with Indigenous Perspectives)
8.1.3 The Kānaka Maoli Worldview
8.2 Creating Relationships Through a Biome Project with Preschool Children
8.2.1 Structure of the Lessons
8.2.2 The Arts-Based Project—A Biome Diorama
8.3 Discussion
8.4 Concluding Remarks
References
9 Using Bee-Bots® in Early Learning STEM: An Analysis of Resources
9.1 Introduction
9.2 Methodology
9.2.1 Analytical Tools
9.3 Analysis, Results, and Discussion
9.3.1 News Media
9.3.2 YouTube Videos
9.3.3 Lesson Planning Websites
9.3.4 Pinterest Resources
9.3.5 Bee-Bot Retail Sites
9.3.6 Teacher Blog Entries and Webpages
9.4 Observations and Implications
References
10 Connecting Children to Nature Through Scientific Inquiry: The Impact on Children’s Well-Being
10.1 Introduction
10.2 The Importance of a Connection to Nature
10.3 What Is a Capabilities-Development-with-Nature Pedagogy?
10.4 Theoretical Influences
10.4.1 Fundamental Human Needs
10.4.2 Capabilities Approach
10.4.3 Well-Being and Well-Becoming Framework
10.5 Methods
10.5.1 Setting and Participants
10.5.2 Procedures
10.6 Results
10.6.1 Participation: To Listen and Respond to Others’ Questions and Ideas
10.6.2 Understanding: To Ask Questions About the Natural World
10.6.3 Freedom: To Explore One’s Own Questions and Ideas About Nature
10.6.4 Creation: To Make Choices About What to Create
10.6.5 Affection: To Appreciate and Care for Nature
10.6.6 Identity: To Connect to Nature
10.7 Discussion
10.7.1 Key Characteristics of the CDWN Approach
10.8 Limitations and Future Directions
10.9 Final Thoughts
References
11 Using Wearable GPS Technology to Explore Children’s Authentic Interest in Nature
11.1 Introduction
11.2 Literature Review
11.2.1 Student Voice
11.2.2 Technology and Nature-Based Research
11.2.3 Summary
11.3 Theoretical Influences
11.4 Method
11.4.1 School and Outdoor Context
11.4.2 Participants
11.4.3 Data Collection and Analysis
11.4.4 Procedure
11.5 Results and Discussion
11.5.1 Lexical Analysis
11.5.2 Quantitative Analysis
11.5.3 Mixed Analysis
11.5.4 Summary of Results and Discussion
11.6 Concluding Remarks
References
12 Nature Is Our Classroom: Place-Conscious Pedagogy and Elementary Science Education
12.1 Introduction
12.2 Place-Conscious Pedagogy
12.3 Science Education and Connection to Place
12.4 Framing the Research
12.5 Setting the Stage
12.6 Let Nature Be Your Teacher
12.7 Connecting Students to the Local and Scientific Communities
12.8 Student Agency and Connection to Place
12.9 Covering the Curriculum and Ensuring Rigour
12.10 Concluding Thoughts
References
Index
