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Volume 24  Issue 1  

Integrating Flip in the Science Classroom: A Case Study of an Elementary Preservice Teacher’s Learning Through a Coaching Partnership

by Nancy Sharfun & Karl G. Jung
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The switch to remote teaching and learning consequentially pushing educators in rapid adaptation of technology platforms has made it essential to build knowledge and understanding of how elementary teachers learn to use various technology tools to enhance student learning. For effective science instruction and sustaining student engagement, preservice science teachers need to know the proper utilization of technology tools, and coaching partnerships can assist them in achieving that goal. Utilizing a single case study design, this study focused on understanding a preservice elementary science teacher’s implementation of Flip (formerly Flipgrid) in a third-grade classroom, specifically, exploring how this preservice elementary science teacher, with the help of her instructional coach, learned to implement Flip to reinforce her students’ engagement through 5E learning experiences. Findings shed light on her transition while incorporating Flip into her classroom, where it started as a challenging task but gradually evolved into a more successful implementation. This paper demonstrates the detailed trajectory of how the preservice science teacher learned to implement the tool. With guidance, practice, and resources, Flip manifested as a supportive tool for engaging students with their science content.

Volume 23  Issue 4  

Exploring Science Teachers’ Distance Education Experiences: A Private School Case

by Seda Kaynak & Ümran Betül Cebesoy
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The COVID-19 outbreak had massive impacts in many areas, including education, all over the world. This pandemic forced education systems to make an emergency shift to remote teaching. The Turkish education system was affected by the pandemic, and all schools were forced to shut down in March 2020. Approximately 18 million students in Türkiye continued their education through distance teaching. Distance education, as a response to this compulsory transition, was carried out through the Education Informatics Network (EBA) and Turkish Radio and Television Corporation Educational Information Network (TRT EBA TV) channels. However, it was not known whether teachers were ready for this compulsory transition and online teaching process. This study aimed to investigate science teachers’ perceptions of the compulsory distance education process and the difficulties they encountered during online teaching. Four science teachers working in a private school during the pandemic voluntarily participated in the study. A semistructured interview was used for data collection. Standard qualitative analysis methods were used. The results revealed the participant teachers were not fully ready for this compulsory transition. They frequently encountered internet access problems, parent/teacher communication issues, problems with the delivery platform, and outdated hardware technologies. Teachers proposed effective professional development programs for developing their capabilities to use online education platforms more effectively.

Volume 23  Issue 4  

Becoming Ambitious From Afar: Understanding Teacher Beliefs About Implementing Ambitious Science Teaching Practices Through a Remotely Delivered Professional Development Workshop

by John Williams, Daniel Mourlam & Steven Chesnut
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Science education professional development (PD) experiences are important for developing effective teaching practices aligned to reform-based principles using innovative approaches, such as the Ambitious Science Teaching (AST) framework. The ability of schools and other organizations to provide high quality science education PD was challenged recently by the COVID-19 pandemic. As a result, some providers reimagined their PD experiences using online and remotely delivered mediums. In this study, the authors examined a remotely delivered, 3-day PD science teaching workshop to determine any changes to in-service teachers’ beliefs regarding their ability to implement AST practices. Using a pre/post survey design, the research questions guiding this study were as follows: (a) To what extent and in what direction did teachers’ beliefs about their ability to implement AST practices change before and after a remotely delivered PD experience? and (b) To what extent do teachers’ beliefs in their ability to implement AST practices differ as a function of teaching experience, education level, or certification area? Analysis of in-service teachers’ responses indicated a statistically significant increase in their confidence to implement AST practices over the course of the workshop, with no significant differences across compared groups. These results suggest that remotely delivered PD experiences may be a viable option for improving AST-based teaching practices.