Tag Archives: preservice

Article published in Science Education

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A new paper was published in the March issue of Science Education.

Zangori, L. & Forbes, C.T. (2013). Preservice elementary teachers and explanation construction: Knowledge-for-practice and knowledge-in-practice. Science Education, 97(2), 310-330.

This research are part of a larger study of preservice elementary teachers’ learning to use science curriculum materials to teach science as inquiry (Biggers & Forbes, 2012; Forbes, 2013; 2011; Forbes & Davis, 2010). The findings presented in this article build upon these previous studies to illustrate how preservice elementary teachers both conceptualize and learn to support students’ explanation-construction in elementary classrooms.

Article published in Journal of Science Teacher Education

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A paper was just published in the February issue of the Journal of Science Teacher Education. The mixed-methods study highlights the importance of teacher-level factors in preservice elementary teachers‘ adaptation of elementary science curriculum materials, particularly their field placement settings.

Forbes, C.T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education (24)1, 179-197.

The results presented in the article are part of a larger study of preservice elementary teachers’ learning to use science curriculum materials to teach science as inquiry. This work informs our present work on the PIESC3, RAES, and MoHSES projects.

Article published in the International Journal of Science Education

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A new paper was published in the October issue of the International Journal of Science Education.

Biggers, M. & Forbes, C.T. (2012). Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers’ ideas about the inquiry continuum. International Journal of Science Education, 34(14), 2205-2229.

This research are part of a larger study of preservice elementary teachers’ learning to use science curriculum materials to teach science as inquiry (Forbes, 2011; Forbes & Davis, 2010).  The findings presented in this article build upon these previous studies to illustrate how preservice elementary teachers conceptualize the continuum from more student-directed to teacher-directed inquiry and use it to make instructional decisions for science.

Article published in Science and Children

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sc1201_48_1_smallA paper from the PIESC3 group has just been published in the September issue of Science and Children. The article outlines and describes accessible strategies for modifying existing science lessons and curriculum materials to better engage students in ‘science as inquiry‘ and scientific practices.

Zangori, L., Forbes, C., & Biggers, M. (2012). This is inquiry…right? Strategies for effectively adapting elementary science lessons. Science and Children, 50(1), 48-53.

These strategies have been developed, used, and refined through almost 10 years of work with both preservice and inservice elementary teachers as part of the CASES and PIESC3 project research. We are excited to share them with many more teachers through Science and Children!

Article published in Science Education

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A manuscript from my dissertation study has been published in the September issue of Science Education. This article extends previous published findings from a larger study of preservice elementary teachers‘ adaptation of science curriculum materials. I report findings that explore explore preservice teachers’ reasoning about the use of science curriculum materials to engage early learners in science-as-inquiry.

Forbes, C.T. (2011). Preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based elementary science. Science Education, 95(5), 927-955.

Article published in the Journal of Research in Science Teaching

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A paper from my dissertation study has just been published in the September issue of the Journal of Research in Science Teaching. The study focuses on preservice elementary teachers’ adaptation of science curriculum materials. Specifically, we investigated the ways in which these preservice teachers adapt existing elementary science curriculum materials, whether or not they are able to adapt individual lessons to be more inquiry-based, and relationships between the curriculum materials, their curriculum design decisions, and curriculum design outcomes.

Forbes, C.T. & Davis, E.A. (2010). Curriculum design for inquiry: Preservice elementary teachers’ mobilization and adaptation of science curriculum materials. Journal of Research in Science Teaching, 47(7), 365-387.