Journal of Interdisciplinary Teacher Leadership, 2021
This study investigates the impact of instructional methods based on a one-day informal science f... more This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the structure of the constructivist learning cycle (Duran & Duran, 2004). The research design followed a quasi-experimental design with a total of three control and three treatment groups representing two individual schools. Each school included at least one treatment and one control group. The study included 117 third grade students. Both groups were given a pre and post assessment measuring the impact of the instructional method of inquiry presented in the 5E format. An independent-measures t-test was used to analyze the results of the means for the post-test assessments (treatment and control) and the means of the retention assessments. Pre-...
Journal of Interdisciplinary Teacher Leadership, 2021
The COVID-19 global pandemic created new challenges for teachers and school systems as teachers w... more The COVID-19 global pandemic created new challenges for teachers and school systems as teachers were forced to rapidly transition to remote learning using new digital tools and resources. Teaching elementary science in “normal times” is challenging due to issues involving teacher preparation, limited access to materials and lack of administrative support due to emphasis on tested subjects, among others. Using reform-based, inquiry practices is challenging when teaching science face-to-face and even more so in an online environment. Compounded with issues of access and equity, teachers faced many problems with moving elementary science instruction online due to COVID-19. This study reports on the experiences of 10 early career teachers who were graduates of a specialized elementary science concentration. Teachers reflect on the challenges faced, how they adapted, and how they designed new learning contexts to teach science. Teachers report on resources they found beneficial, assess n...
Abstract Reforms in science education emphasize learning outcomes of elementary students; it is i... more Abstract Reforms in science education emphasize learning outcomes of elementary students; it is important to prepare elementary teachers to teach reformed-based science. This study interviews twenty elementary preservice teachers who participated in four discipline-specific science teaching methods courses to become elementary science specialists. This study asks: Why do elementary preservice teachers want to specialize in science teaching? And, how do the they narrate change in their identities following enrollment and through the progression of one or more courses? Using an identity lens, we find that discipline specific experiences and practice develops teachers' ability to see themselves as reformed-based elementary science teachers.
Journal of Interdisciplinary Teacher Leadership, 2021
This study investigates the impact of instructional methods based on a one-day informal science f... more This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the structure of the constructivist learning cycle (Duran & Duran, 2004). The research design followed a quasi-experimental design with a total of three control and three treatment groups representing two individual schools. Each school included at least one treatment and one control group. The study included 117 third grade students. Both groups were given a pre and post assessment measuring the impact of the instructional method of inquiry presented in the 5E format. An independent-measures t-test was used to analyze the results of the means for the post-test assessments (treatment and control) and the means of the retention assessments. Pre-...
Journal of Interdisciplinary Teacher Leadership, 2021
The COVID-19 global pandemic created new challenges for teachers and school systems as teachers w... more The COVID-19 global pandemic created new challenges for teachers and school systems as teachers were forced to rapidly transition to remote learning using new digital tools and resources. Teaching elementary science in “normal times” is challenging due to issues involving teacher preparation, limited access to materials and lack of administrative support due to emphasis on tested subjects, among others. Using reform-based, inquiry practices is challenging when teaching science face-to-face and even more so in an online environment. Compounded with issues of access and equity, teachers faced many problems with moving elementary science instruction online due to COVID-19. This study reports on the experiences of 10 early career teachers who were graduates of a specialized elementary science concentration. Teachers reflect on the challenges faced, how they adapted, and how they designed new learning contexts to teach science. Teachers report on resources they found beneficial, assess n...
Abstract Reforms in science education emphasize learning outcomes of elementary students; it is i... more Abstract Reforms in science education emphasize learning outcomes of elementary students; it is important to prepare elementary teachers to teach reformed-based science. This study interviews twenty elementary preservice teachers who participated in four discipline-specific science teaching methods courses to become elementary science specialists. This study asks: Why do elementary preservice teachers want to specialize in science teaching? And, how do the they narrate change in their identities following enrollment and through the progression of one or more courses? Using an identity lens, we find that discipline specific experiences and practice develops teachers' ability to see themselves as reformed-based elementary science teachers.
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Papers by Tammy Lee