Science Education

In this concurrent triangulation mixed-methods study, we examined the impact of professional development (PD) on teachers’ ability to implement computational thinking-infused elementary science lessons, drawing on Bandura’s four sources of self-efficacy: verbal persuasion, vicarious experiences, mastery experiences, and physiological and affective states. Data sources included the survey Teacher Self-Efficacy for Integrating Computational Thinking in Science, classroom observations, academic year PD attendance, and focus groups. Results showed that while PD sessions influenced teachers’ self-efficacy, the changes were not statistically significant. Teachers’ self-efficacy declined from year to year, with no correlation between attendance of the PD sessions, lesson observations and more. The article highlights how teachers’ self-efficacy changed over time and how attendance at the academic year PD impacted their confidence.

This exploratory study examined how early-career teachers in a science, technology, engineering, and mathematics (STEM) methods course, the majority of whom were science teachers, engaged with generative artificial intelligence (GenAI) tools in lesson planning, examining patterns of use, perceived affordances and challenges, and factors influencing adoption. Grounded in the Technology Acceptance Model framework, this study investigated shifts in pedagogical knowledge and technological pedagogical content knowledge among nine participants enrolled in the course. Findings indicate that structured exposure to GenAI tools enhanced participants’ confidence and competence in integrating technology into lesson design. While some participants embraced GenAI for tasks such as assessment creation and brainstorming, others paused due to concerns about accuracy, ethical implications, and reliance on district-provided or mentor-developed materials. Although the cohort included two early-career mathematics teachers, seven of the nine participants were early-career science teachers. This study highlights the importance of critical AI literacy in shaping the adoption of GenAI tools in STEM education. Implications for teacher preparation include the need for thoughtful integration, ethical guidance, and sustained professional development to support responsible and effective use of GenAI in 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.