Search

In this paper, I engage with arguments put forth by Blue Mahy in his article "A speculative-posthumanist examination of the 'science-ethics nexus' in Australian secondary schools." Mahy argues that by using relational posthumanist concepts as a diffractive lens, his critiques of Australian school science standards find the underlying hegemonies of masculine, Euro-Western ideologies that infuse the stance on ethics in science education. He uses a 'plug in process' of posthumanist concepts to generate a 'speculative fiction'. This is a method used to reclaim ethics and science by creating narratives produced by the diffracted projections of posthumanist concepts. In my own research on science teacher education, I explore Mahy's use of diffraction for both critiquing science curriculum and providing projections for future ethical commitments in school science education. I utilize data from my science methods course which is situated in Central California's agricultural region at a largely Hispanic-Serving Institution.

We designed a physics course for prospective elementary and middle school teachers to foster aspects of scientific thinking recommended in reform documents. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrated physics and literacy learning in this course. By integrating physics and literacy learning, we mean learning to speak clearly, listen closely, write coherently, read with comprehension, and make and critique media resources competently in physics contexts. Thus a major focus of our efforts has been designing activities and assignments that build literacy skills while engaging prospective teachers in scientific thinking. The National Research Council (2007) suggested that students who are proficient in science (a) know, use, and interpret scientific explanations of the natural world; (b) generate and evaluate scientific evidence and explanations; (c) understand the nature and development of scientific knowledge; and (d) participate productively in scientific practices and discourse. In this paper, we discuss prospective teachers' perceptions of ways they have developed their abilities to think scientifically in this course. (Contains 4 tables and 1 figure.)

Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, 2009) provided a framework for analyzing the prospective teachers' responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others.

State and national standards have shifted what science learning should be from "plug and chug" formulas, to deep understanding of natural phenomena, competence developing ideas through the inquiry process, and even communicating scientific ideas among their communities (NRC 2007). By inquiring into his own teaching endeavors, the author continues to value the reflection and assessment processes and recognize how they help him strive to cultivate improvements in his own learning toward being a more effective and competent educator. In this article, the author describes how to facilitate the inquiry experience so that teachers can generate wonderful settings for students to develop their own ideas regarding science.

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices. [ABSTRACT FROM AUTHOR]