Science Teacher Education: An International Perspective PDF
Preview Science Teacher Education: An International Perspective
SCIENCE TEACHER EDUCATION Science & Technology Education Library VOLUME 10 SERIES EDITOR Ken Tobin, University of Pennsylvania, Philadelphia, USA EDITORIAL BOARD Dale Baker, Arizona State University, Tempe, USA Beverley Bell, University of Waikato, Hamilton, New Zealand Reinders Duit, University of Kiel, Germany Mariona Espinet, Universitat Autónoma de Barcelona, Spain Barry Fraser, Curtin University of Technology, Perth, Australia Olugbemiro Jegede, The Open University, Hong Kong Reuven Lazarowitz, Technion, Haifa, Israel Wolff-Michael Roth, University of Victoria, Canada Tuan Hsiao-lin, National Changhua University of Education, Taiwan Lilia Reyes Herrera, Universidad Autónoma de Colombia, Bogota, Colombia SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published. The titlespublishedin this series are listedatthe end of this volume. Science Teacher Education An International Perspective Edited by SANDRA K.ABELL Purdue University, West Lafayette, Indiana, U.S.A. Publishedincooperation with the Association for the EducationofTeachers in Science KLUWER ACADEMIC PUBLISHERS NEW YORK / BOSTON / DORDRECHT / LONDON / MOSCOW eBook ISBN: 0-306-47222-8 Print ISBN: 0-792-36455-4 ©2002 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2000 Kluwer Academic Publishers Dordrecht All rights reserved No part of this eBook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Kluwer Online at: http://kluweronline.com and Kluwer's eBookstore at: http://ebooks.kluweronline.com Table of Contents vii Acknowledgements ix List of Reviewers SECTION I: INTRODUCTION 1. International Perspectives on Science Teacher Education: An Introduction 3 Sandra K. Abell SECTION II: POLICY AND PRACTICE IN INTERNATIONAL SCIENCE TEACHER EDUCATION 2. The Development of Preservice Elementary Science Teacher Education in Australia 9 Ken Appleton, Ian S. Ginns, & James J. Watters 3. Reform in Science Teacher Education in Italy: The Case of Physics 31 Lidia Borghi, Anna De Ambrosis, & Paolo Mascheretti 4. Science Teacher Preparation in Lebanon: Reality and Future Directions 45 SaoumaBouJaoude vi Table of Contents 5. Science Teacher Education in Pakistan: Policies and Practices 75 Hafiz Muhammad Iqbal & Nasir Mahmood SECTIONIII: MAKING SENSE OFSCIENCE TEACHER LEARNING 6. Higher Order Thinking in Science Teacher Education in Israel 95 Yehudith Weinberger & Anat Zohar 7. Secondary Science Student Teaching Assessment Model: A United States and United Kingdom Collaborative 121 Kate A. Baird, Marilyn M. Brodie, Stuart C. Bevins, & Pamela G. Christol 8. Thinking Like a Teacher: Learning to Teach Science in a Study Abroad Program 141 Sandra K. Abell & Amy M. Jacks SECTION IV: CROSS-CULTURAL PERSPECTIVES ONSCIENCE TEACHER EDUCATION 9. A Meeting of Two Cultures:TheExperienceofFacilitating a Teacher Enhancement Project for Egyptian High School Science Teachers 157 Janice Koch & Angela Calabrese Barton 10.International Partnerships as a Means ofReforming Science Teacher Education: Bolivia, Chile, Venezuela, and the United States 171 Jon E. Pedersen, Ronald J. Bonnstetter, Marilu Rioseco, J. Mauro Briceno-Valero, Hernan Garcia, & James O'Callaghan 11.International Science Educators' Perceptions ofScientific Literacy: Implications for Science Teacher Education 193 Deborah J. Tippins, Sharon E. Nichols, & Lynn A. Bryan with Bah Amadou, Sajin Chun, Hideo Ikeda, Elizabeth McKinley, Lesley Parker, & Lilia Reyes Herrera Notes on Contributors 223 First Author Index 229 Subject Index 23 3 ACKNOWLEDGEMENTS My guess is that, if I would have known then what I know now about what it takes to edit a book such as this, I might not have sat in Paul Kuerbis’s little house on the Colorado College campus several years ago, so excited to start this project. It was Paul’s insight, as then President of the Association for the Education of Teachers in Science (AETS), to explore issues of science teacher education worldwide. He asked me to edit an AETS sponsored book on the subject. As you can see, I agreed. It has been my pleasure to work with authors from all over the world, many of whom I have met only through email conversations. It has been my privilege to learn about issues of science teacher education in their countries, and think about how their views influence my own. And it has been my honor to represent the AETS mission through editing this book. I would be remiss if I failed to mention the support I have received from Purdue University to carry out this project. Purdue funded two different undergraduate education students who worked on this project. First Amy Jacks and later Pat Van Dermay learned more than they expected about the ins and outs of copy editing and indexing. Moreover, they provided undying enthusiasm for the project and for their own development as teachers. I have enjoyed watching this development up close. A special thanks goes to Karen Hearn, who figured out how to transform manuscripts into camera-ready copy, and put all of the pieces together. The beautiful book in front of you was crafted at her keyboard. Thanks. S.A., West Lafayette, Indiana, USA vii LIST OF REVIEWERS The AETS members listed below served as reviewers for proposed chapters to Science Teacher Education: An International Perspective. I would like to thank them for their conscientious reviews and for their committed service to AETS. Thanks also to the two anonymous reviewers who examined the entire manuscript for Kluwer; your suggestions have led to significant improvements throughout the book. S.A. Dale Banks, Saint Mary’s College, USA Michael Cohen, Indiana University -Purdue University at Indianapolis, USA Angelo Collins, Vanderbilt University, USA Ed Donovan, University of South Carolina—Spartenburg, USA Judy Egelston-Dodd, Rochester Institute of Technology, USA Alejandro Gallard, Florida State University, USA Mark Guy, University of North Dakota, USA R. Lynn Jones, University of Texas – Austin, USA David Kumar, Florida Atlantic University, USA Chin-Tang Liu, South West Missouri State University, USA Ann Haley MacKenzie, Miami University of Ohio, USA Bruce Munson, University of Minnesota – Duluth, USA Sherry Nichols, East Carolina University, USA Sharon Parsons, San Jose State University, USA J. Preston Prather, University of Tennessee – Martin, USA Steve Rakow, University of Houston - Clear Lake, USA Laura Rogers, University of North Carolina – Wilmington, USA James Russett, Purdue University – Calumet, USA Art St. George, National Science Foundation, USA Peggy Tilgner, Wartburg College, USA Meta Van Sickle, University and College of Charleston, USA Lawrence Wakeford, Brown University, USA Amanda Woods McConney, Western Oregon State College, USA Carla Zembal-Saul, The Pennsylvania State University, USA ix SECTION I INTRODUCTION Chapter 1 International Perspectives on Science Teacher Education An Introduction Sandra K. Abell Purdue University, USA Science education has seen its share of reform efforts come and go. For the most part, these reforms have centered around changes in science curriculum and instruction. We are now in the midst of yet another wave of reform, this one sparked by the publication of science standards in several countries. This time, however, the reform efforts are attending to a feature of reform that has often been forgotten: science teacher education. Reformers have realized that new curriculum or innovative instructional techniques need teachers to carry them out. Thus focusing on reform in science teacher education will be crucial to the success of other science education reforms. The authors of the pieces in this volume have witnessed their share of reform efforts in their countries, some driven by government policies, some by institutional initiatives, and others by the researchers themselves. Collectively the writers paint a promising picture of science education internationally. Their picture is one of change and progress, of commitment and hope. Their stories are presented in the spirit of capturing history and moving forward to inform the future. OVERVIEW The opening section of this volume, “Policy and Practice in International Science Teacher Education,” takes us to four different nations to examine the development of teacher education and the directions for the future. Appleton, Ginns, and Watters discuss elementary science teacher education 3 S.K. Abell (ed.), Science Teacher Education, 3–6. ©2000Kluwer Academic Publishers. Printed in the Netherlands.
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