Learning to Teach Science: Elementary Teacher Candidates Facilitate Informal STEM Events

References

• Abraham, M. R., & Renner, J. W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of Research in Science Teaching, 23(2), 121–143. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Abraham-Silver, L. (2006). Valuing informal science learning environments. The Science Teacher, 73, 12–12. Retrieved from https://www.ebscohost.com
   Google Scholar
• Adams, R. S., Turns, J., & Atman, C. J. (2003). Educating effective engineering designers: The role of reflective practice. Design Studies, 24, 275–294. doi:10.1016/S0142-694X(02)00056-X
   Google Scholar
• Akerson, V. L., Donnelly, L. A., Riggs, M. L., & Eastwood, J. (2011). Developing a community of practice to support elementary preservice teachers’ nature of science instruction. International Journal of Science Education, 34, 1371–1392. doi:10.1080/09500693-2011-639100
   Web of Science ®Google Scholar
• Appleton, K. (2007). Elementary science teaching. In S. K. Abel & N. G. Lederman (Eds.), Handbook of research on science education (pp. 493–535). Mahwah, NJ: Lawrence.
   Google Scholar
• Avery, L. M. (2013). Rural science education: Valuing local knowledge. Theory into Practice, 52, 28–35. doi:10.1080/07351690.2013.743769
   Web of Science ®Google Scholar
• Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research. Retrieved from http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf
   Google Scholar
• Bell, P., Lewenstein, B. V., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.
   Google Scholar
• Bevan, B., Dillon, J., Hein, G. E., Macdonald, M., Michalchik, V., Miller, D., Root, D., Rudder, L., Xanthoudaki, M., & Yoon, S. (2010). Making science matter: Collaborations between informal science education organizations and schools. Washington, DC: Center for the Advancement of Informal School Science Education (CAISE). Retrieved from http://www.informalscience.org/documents/MakingScienceMatter.pdf
   Google Scholar
• Bransford, J. D., Brown, A., & Cocking, R. (2000). How people learn: Mind, brain, experience, and school. Washington, DC: The National Academies Press.
   Google Scholar
• Brooks, J., & Brookes, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Brown, P. L., & Abell, S. K. (2007). Examining the learning cycle. Science and Children, 44(5). 58–59.
   Google Scholar
• Bureau of Labor Statistics. (2014). STEM 101: Intro to tomorrow’s jobs. Occupational Outlook Quarterly, 58, 1–11. Retrieved from http://www.bls.gov/careeroutlook/2014/spring/art01.pdf
   Google Scholar
• Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
   Google Scholar
• Bybee, R. W., Taylor, J., Gardner, A., Van Scotter, P., Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs, CO: BSCS (Biological Sciences Curriculum Study).
   Google Scholar
• Dani, D., Helfrich, S., Hartman, S., Kennedy, C., Payne, S., Mullins, H., & Hoisington, L. (2016). Science nights: PDS partnership create informal learning opportunities. PDS Partners, 12(1), 17–18.
   Google Scholar
• Driver, R. (1989). The construction of science knowledge in school classrooms. In R. Millar (Ed.), Doing science: Images in science education (pp. 40–41). New York, NY: Falmer.
   Google Scholar
• Driver, R. (2008). The pupil as scientist? Maidenhead, UK: Open University Press.
   Google Scholar
• Duran, E., Ballone-Duran, L., Haney, J., & Beltyukova, S. (2009). The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching. Journal of Elementary Science Education, 21, 53–70. doi:10.1007/BF03182357
   Google Scholar
• Every Student Succeeds Act (ESSA). (2015). Washington, DC: U.S. Government Publishing Office.
   Google Scholar
• Falk, J., & Dierking, L. (2010). The 95 percent solution. American Scientist., 98, 486–493. doi:10.1511/2010.87.486
   Web of Science ®Google Scholar
• Fallik, O., Rosenfeld, S., & Eylon, B.-S. (2013). School and out-of-school science: A model for bridging the gap. Studies in Science Education, 49, 69–91. doi:10.1080/03057267.2013.822166
   Web of Science ®Google Scholar
• Fenichel, M., & Schweingruber, H. A. (2010). Surrounded by science: Learning science in informal environments. Washington, DC: National Academies Press. doi:10.17226/12614
   Google Scholar
• Gibbons, B. (2003). Supporting elementary science education for English learners: A constructivist evaluation instrument. The Journal of Educational Research, 96, 371–379. doi:10.1080/00220670309596620
   Web of Science ®Google Scholar
• Goldston, D. (2005). Elementary science: Left behind? Journal of Science Teacher Education, 16(3), 185–187. doi:10.1007/s10972-005-4859-8
   Google Scholar
• Harlow, D. B. (2012). The excitement and wonder of teaching science: What pre-service teachers learn from facilitating family science night centers? Journal of Science Teacher Education, 23, 199–220. doi:10.1007/s10972-012-9264-5
   Google Scholar
• Hartman, S., & Hines-Bergmeier, J. (2015). Building connections: Strategies to address rurality and accessibility challenges. Journal of Museum Education, 40, 288–303. doi:10.1179/1059865015Z.000000000105
   Web of Science ®Google Scholar
• Karplus, R., & Thier, H. D. (1967). A new look at elementary school science. Chicago, IL: Rand McNally.
   Google Scholar
• Martin, D. J., Jean-Sigur, R., & Schmidt, E. (2005). Process-oriented inquiry — A constructivist approach to early childhood science education: Teaching teachers to do science. Journal of Elementary Science Education, 17(2), 13–26. doi:10.1007/BF03174678
   Google Scholar
• McCollough, C., & Ramirez, O. (2010). Connecting math and science to home, school and community through preservice teacher education. Academic Leadership, 8, 1–11. Retrieved from http://www.academicleadership.org/emprical_research/Connecting_Math_and_Science_to_Home_School_and_Community_Through_Preservice_Teacher_Education.shtml
   Google Scholar
• McDonald, R. B. (1998). Using participation in public school “family science night” programs as a component in the preparation of preservice elementary teachers. Science Education, 81, 577–595. doi:10.1002/(SICI)1098-237X(199709)81:5<577:AID-SCE5>3.0.CO;2-7
   Web of Science ®Google Scholar
• Mestre, J.P. (1991). Learning and instruction in pre-college physical science. Physics Today, 44(9), 56–62.
   Web of Science ®Google Scholar
• McMurrer, J. (2008). Instructional time in elementary schools. A Closer Look at Changes for Specific Subjects. Center on Education Policy, 109, 23–28. doi:10.3200/AEPR.109.6.23-28
   Google Scholar
• Migus, L. H. (n.d.). Broadening access to STEM out-of-school learning environments. Washington, DC: The National Academies. Retrieved from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_089995.pdf
   Google Scholar
• Murphy, C., Neil, P., & Beggs, J. (2007). Primary science teacher confidence revisited: Ten years on. Educational Research, 49, 415–430. doi:10.1080/00131880701717289
   Web of Science ®Google Scholar
• National Association of Professional Development Schools (NAPDS). (2008). What it means to be a professional development school? Retrieved from http://www.napds.org/9%20Essentials/statement.pdf
   Google Scholar
• National Research Council (NRC). (2014). STEM learning is everywhere: Summary of a convocation on building learning systems, S. Olson and J. Labov, Rapporteurs. Washington, DC: The National Academies Press.
   Google Scholar
• National Research Council (NRC). (2001). Knowing what students know. Washington, DC: National Academies Press.
   Google Scholar
• No Child Left Behind. (NCLB). Act of 2001, Pub. L. No. 107–110, § 115, Stat. 1425 (2002).
   Google Scholar
• NSTA. (2009). NSTA (National Science Teachers Association) position statement: Parent involvement in science learning. www.nsta.org/about/positions/parents.aspx
   Google Scholar
• NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Retrieved from www.nextgenscience.org/
   Google Scholar
• Oliveira, A., & Brown, A. (2016). Exemplification in science instruction: Teaching and learning through examples. Journal of Research in Science Teaching, 53, 737–767. doi:10.1002/tea.21319
   Web of Science ®Google Scholar
• Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186.
   Web of Science ®Google Scholar
• Rennie, L. J. (2007). Learning science outside school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Russell, J. L., Knutson, K., & Crowley, K. (2013). Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal-informal divide. Journal of Educational Change, 14, 259–281. doi:10.1007/s10833-012-9203-4
   Google Scholar
• Schneider, S., Dorph, R., Goldstein, D., Lee, S., Lepori, K., & Venkatesan, S. (2007). The status of science education in the Bay Area: Research brief. Berkeley, CA: Lawrence Hall of Science, University of California. Retrieved from http://static.lawrencehallofscience.org/rea/bayareastudy/pdf/final_to_print_research_brief.pdf
   Google Scholar
• Schwartz, D., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of flexibly adaptive instructional designs. In C. Riegliuth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory 2, 183–213. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Semmel, M. L. (2009). Museums, libraries, and 21st century skills. Washington, DC: Institute of Museum and Library Services. Retrieved from https://www.imls.gov/assets/1/AssetManager/21stCenturySkills.pdf
   Google Scholar
• Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms?: Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396–423. doi:10.1002/tea.20165
   Web of Science ®Google Scholar
• Voss, A. S. (2011). Cross-contextual learning: Redesigning the interactions of informal and formal contexts for conceptual change. Nashville, Tennessee: Capstone: Peabody College, Vanderbilt University.
   Google Scholar