Collaborative lesson hook design in science teacher education: advancing professional practice

Abstract

This article documents the process of collaboratively developing lesson hook e-resources for science teachers to establish a community of inquiry and to strengthen the pedagogy of science teaching. The authors aim to illustrate how the development and application of strategic hooks can bridge situational interest and personal interest so that lessons may become more meaningful and enduring. Qualitative data from both teacher educators and pre-service teachers involved in the design process, participant research journals, and data from six focus group sessions, illustrate the systematic reflection involved in producing effective and transformative hooks to support teachers and promote deeper student engagement and learning. Key findings reveal a pedagogical model of hook design, the complex elemental make-up of a science hook, the value that this teaching tool adds to the science classroom, and finally, the beneficial outcomes of collaborative resource design between student and staff in pre-service teacher education programmes. These hook resources aim to move beyond simply capturing student attention towards voluntary self-engagement, and have significant potential to serve as a pedagogical tool for teacher educators, as well as pre-service, newly qualified, in service, out-of-field, and experienced science teachers, to increase student academic performance, third-level science enrolments, and science careers.

Keywords:

• lesson hooks
• science teacher education
• e-resources
• science teaching methodologies
• situational interest

Acknowledgements

The authors wish to acknowledge the financial contribution of the Bright Ideas Initiative, NUI Galway, and An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG) for co-funding the project. Furthermore we would like to recognise the student–teacher researchers who participated in this project, as well as Seán Ó Grádaigh, School of Eduation, NUI Galway, who led the technology design aspect of the project.

Notes on contributors

Dr Veronica McCauley is a lecturer in science education in the School of Education at NUI Galway. Her primary degree is in science education, which instigated doctoral research in the areas of self-directed and technology-based learning. Within the sphere of science education, she has carried out research in initial teacher education, interactive learning environments, mentoring, STEM outreach activities and the effective use of technology in teaching and learning at the University of Limerick (Ireland), Harvard University (Cambridge, USA), and at NUI Galway (Ireland).

Dr Kevin Davison is a lecturer with the School of Education at NUI Galway with an interest in sociological issues in education including: boys and academic achievement, role models, and innovative approaches to science outreach. He is the author of: Negotiating Masculinities and Bodies in Schools: The Implications of Gender Theory for the Education of Boys (2007: Edwin Mellen Press), and co-author of Masculinities and Schooling: International Practices and Perspectives (2007: Althouse Press). He is also the co-author of the report A Review of Science Outreach Strategies, North And South (2008: Centre for Cross Border Studies).

Dr Corinna Byrne-Mahoney was awarded her primary degree in Environmental Science from the University of Limerick. She continued her studies at UL and graduated with a PhD in Soil Organic Matter. Having always been interested in teaching, she completed a Professional Diploma in Education at the NUI Galway and a Professional Diploma in Mathematics for Teaching at UL.

Notes

1. This age group was chosen as this is the tier of education that student teachers primarily engage with in their practice teaching year.

2. All participant names are pseudonym.

3. The authors see the value of translating the eBooks into different languages, in addition to the Irish series. Translation aside, there is still benefit from having these pedagogical resources in many foreign language classrooms where the hooks could be used in the fusion of teaching English through Science. Recent download stats (2015) indicate that the eBook series has over 10,000 downloads from more than 50 countries, many of which do not have English as their first language, therefore promoting their capability as a resource for science teachers internationally.