Conexiones: Fostering Technology-Enhanced Socioscientific Inquiry in Graduate Teacher Preparation

• In Event: Instructional Technology SIG: Preparing Current and Future Teachers to Implement Technology-Enhanced Problem-Based Learning Strategies in Their Classrooms: Research and Recommendations

Abstract

At the elementary level, teachers often have little background in sciences, and they tend to place instructional emphasis on reading and mathematics (Griffith & Scharmann, 2008; Rentner et al., 2006). One example of limited science background is provided by (Krall, Lott, & Wymer, 2009) in which elementary and middle school teachers were surveyed about their content knowledge of photosynthesis and respiration (key science topics in the elementary curriculum). Teachers (particularly in low performance groups) did not do well, and tended to select distracters based on recognized misconceptions of students. This lack of science and inquiry emphasis may be due in part to a shortage of time and scientific knowledge on the part of teachers, but recent research indicates it may also be an unintended consequence of the No Child Left Behind Act, which has been shown to result in a narrowing of the curriculum to the emphasized content areas of mathematics and literacy. A recent report indicated that the increased focus on math and reading has resulted in both budgetary and time reductions for science instruction (Griffith & Scharmann, 2008).

In order address the need among elementary teachers in the area of science education, faculty at New Mexico State University developed the Conexiones project. Conexiones represents collaboration between Curriculum and Instruction and Biology in which faculty across both departments partner to develop a new program for science education among elementary teachers at the foundational master’s level. In order to boost graduate teachers’ understanding, attitudes, and confidence in science, we focus on technology-enhanced, interdisciplinary, socioscientific inquiry (SSI), which is defined as social dilemmas with conceptual ties to science (Sadler, Barab, & Scott, 2007). As such, we leverage complementary strengths across the two departments: faculty from education with extensive knowledge in technology and pedagogy, and faculty from biology with expertise in undergraduate education and issues-based, scientific teaching. By allowing the graduate teachers to interact with SSI models as learners (through the Conexiones courses) and as teachers (in their own classrooms), we are providing graduate teachers a critical teacher-as-learner opportunity to develop their pedagogical and technological content knowledge (Harris, Mishra, & Koehler, 2009).

The Conexiones project has completed one full year, which involved faculty from education and biology co-teaching a graduate course aimed at modeling technology-enhanced SSI. We also employed a teacher-as-researcher model that had graduate student teachers conduct classroom-based research to highlight the outcomes of their socioscientific inquiry projects. Within this interactive symposium discussion, we will discuss the model, our collaboration, and year one outcomes. The outcomes include summaries of teacher attitude and knowledge as well as reports of adopting and adapting the SSI model within their classrooms.

Authors

• Krista D. Glazewski, Indiana University

• Michele Shuster, New Mexico State University