Science Education

The Scratch programming language makes computing accessible for young students and provides valuable support for non-computer-science instruction. Guided by the Interconnected Model of Professional Growth (IMPG), this case study explored an elementary teacher’s learning, implementation, and outcomes in Scratch integration after participating in a year-long science, technology, engineering, and mathematics professional development (PD) program. By analyzing data from multiple sources, the findings suggest that the PD program was effective in fostering positive Scratch-related beliefs, as well as technological and pedagogical knowledge. Following PD participation, the teacher was able to implement concrete strategies to engage students in Scratch-integrated science learning. However, a significant challenge for the teacher, and an evident influence on student-created Scratch projects, was limited programming content knowledge. Based on the findings, the authors offer actionable implications for future research and PD design.

This study explored the implementation of online repeated microteaching rehearsals (RMTRs) within an elementary science methods course, examining its potential to enhance elementary teacher candidates’ (ETCs) instructional development. The study employed a mixed-methods approach, collecting both qualitative and quantitative data to assess ETCs’ experiences with online RMTRs. Findings indicate that ETCs (n = 283) generally perceived RMTRs as beneficial for refining their teaching skills, increasing confidence, and enhancing engagement. While the iterative nature of RMTRs provided opportunities for progressive improvement, reflection, and adaptation, some challenges were noted, including technical difficulties and cognitive overload. This study contributes to the literature on teacher education by exploring how structured, iterative microteaching experiences can be integrated into online learning environments to support ETCs. Implications for teacher preparation programs and suggestions for future research are discussed.

Climate education at the high school level involves teaching about Earth’s climate system and global climate change (GCC; Next Generation Science Standards Lead States, 2013). Integrating data-rich technologies is crucial for educators and scientists alike. Teacher professional development programs (PDPs) offer teachers access to these resources, helping them integrate them into their classrooms to support students’ learning about climate and GCC. The shift to remote and hybrid learning, accelerated by the COVID-19 pandemic, emphasized the importance of hybrid and virtual PDPs, providing teachers meaningful professional learning experiences that benefit students. In 2022, the authors conducted a 1-week virtual PDP for secondary science teachers, introducing them to technology-rich climate curricula. They aimed to assess: (a) the conceptual gains teachers made about climate change, (b) the ways workshop participation enhanced their self-efficacy in teaching about climate change, (c) their overall experience with the PDP, and (d) differences across participants. They collected pre- and postassessments and surveys from N = 55 and interviewed n = 7 participants. Using mixed methods, they found significant improvements in participants’ understanding and teaching self-efficacy regarding climate change post-PDP. Teachers valued the PDP for improving climate-based teaching, instructional strategies, collaborative learning, and access to teaching materials.

This study analyzed elementary preservice teachers’ (PST) participation in an equity-oriented digital clinical simulation administered in a science methods course. Using the Teacher Moments’ open access platform, PSTs completed the simulation, To Intervene or Not, about two students from historically minoritized communities who appeared disengaged during their fourth-grade science class. PSTs are put in the position of student teachers who are asked to identify causes for the classroom teacher’s inaction, propose interventions, and reflect on their roles as teachers. A qualitative analysis of their responses showed that PSTs posed a range of productive questions, proposed a variety of viable interventions, and expressed an ethic of care, in which they saw themselves as responsible for the well-being and success of all students. Findings and implications for using equity-oriented simulations in teacher education are discussed.