Patricia Friedrichsen - Academia.edu (original) (raw)
Papers by Patricia Friedrichsen
Science Activities: Classroom Projects and Curriculum Ideas, 2011
One proven strategy to help students make sense of abstract concepts is to sequence instruction s... more One proven strategy to help students make sense of abstract concepts is to sequence instruction so students have exploratory opportunities to investigate science before being introduced to new science explanations (Abraham and Renner 1986; Renner, Abraham, and Birnie 1988). To help physical science teachers make sense of how to effectively sequence lessons, this article summarizes our experiences using an exploration–explanation
Science Activities: Classroom Projects and Curriculum Ideas, 2008
In the project presented in this article, high school students create and observe miniecosystems ... more In the project presented in this article, high school students create and observe miniecosystems in an ecology unit designed around a 5E (engagement, exploration, explanation, elaboration, and evaluation) instructional model. Students choose a wide variety of organisms and use creativity to design miniecosystems.
Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and ... more Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 2005
The Inquiry Empowering Technologies for Supporting Scientific Inquiry course was designed to enga... more The Inquiry Empowering Technologies for Supporting Scientific Inquiry course was designed to engage prospective teachers, as science learners, in developing their understandings about and abilities to do scientific inquiry. The design of the course was ...
Science Education, 2006
Using a theoretical perspective of communities of practice, this case study examines a prospectiv... more Using a theoretical perspective of communities of practice, this case study examines a prospective chemistry teacher's inquiry-based teaching during his practicum. Conrad was a former student of an inquiry-oriented science course, Inquiry Empowering Technologies (IET). The research questions were (a) How did Conrad translate the IET inquiry practices during his practicum?; (b) How did the mentor teacher shape Conrad's participation?; (c) In what ways did Conrad negotiate new meanings of inquiry as a result of his practicum? Interview transcripts were the primary data source. Conrad carried many of the IET inquiry practices into his practicum. He equated inquiry with the use of evidence and had students create evidence-based explanations for how soap works. He chose not to incorporate the tentative nature of science. Although traditional in his own teaching, the mentor teacher supported Conrad by allowing him to teach through inquiry and by removing time constraints. As a result of his practicum, Conrad negotiated new meanings of inquiry teaching and developed an expanded view of technology. Conrad believed that high school
Journal of Research in Science Teaching, 2008
shortages, yet we know little about how teacher knowledge develops within such programs. The purp... more shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among individuals in an ACP, and compare individuals with and without teaching experience. We selected four biology teachers from a cohort of 14. Two were interns with no teaching experience, completing a yearlong mentored internship. Two were full time secondary teachers, with 1-2 years of teaching experience. Data collection involved a lesson planning task related to the topic of heritable variation and a follow-up interview. Both interns and teachers held didactic teaching orientations and used the same teaching script in their lesson plans: short question and answer period, lecture, followed by guided practice. Both groups displayed general, not topic-specific, pedagogical knowledge. We found subtle differences between the groups in their knowledge of students, instruction, curriculum, and assessment. However, the biggest difference between interns and teachers was in the interplay of their various knowledge components as they designed their lessons. We end with implications for the PCK theoretical construct, for teacher education, and for future research.
Recent trends in science education call for greater emphasis on the role of inquiry in science te... more Recent trends in science education call for greater emphasis on the role of inquiry in science teaching and learning (AAAS, 1992; NRC, 1996, 2000), which includes designing and conducting experiments, collecting and interpreting data, giving priority to evidence and developing scientific explanations. Unfortunately, this approach to science learning and teaching presents new challenges prospective teachers as many have never experienced
... IMPLEMENTATION OF THE LEARNING TO TEACH WITH TECHNOLOGY MODEL ... Advantages of micro-based l... more ... IMPLEMENTATION OF THE LEARNING TO TEACH WITH TECHNOLOGY MODEL ... Advantages of micro-based labs: Electronic data acquisition, computerized graphing, or both? Journal of Computers in Mathematics and Science Teaching,8(3), 18-21. US Congress. ...
Journal of Research in Science Teaching, 2005
Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and ... more Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 2005
Cell Biology Education, 2009
School Science and Mathematics, 2007
... Friedrichsen, P., Chval, KB and Teuscher, D. (2007), Strategies and Sources of Support for Be... more ... Friedrichsen, P., Chval, KB and Teuscher, D. (2007), Strategies and Sources of Support for Beginning Teachers of Science and Mathematics. ... Professional interactions (16), Mentors are a good thing but if you're not comfortable with them or if you don't make yourself comfortable ...
Journal of Science Teacher Education, 2014
ABSTRACT Despite the importance of recruiting highly qualified individuals into the science teach... more ABSTRACT Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns' subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers' pay and classroom management.
Journal of Science Teacher Education, 2013
ABSTRACT In order to understand how prospective teachers develop knowledge for teaching, research... more ABSTRACT In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers’ science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants’ year-long internship. Over the course of a year, the participants’ science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers’ development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research.
Journal of Science Teacher Education, 2000
Identifying and working with prospective and practicing teachers' knowledge and beliefs is critic... more Identifying and working with prospective and practicing teachers' knowledge and beliefs is critical in effectively supporting the learning to teach process. A review of the literature suggests that teachers' knowledge and beliefs about teaching and learning are tacit, and tenacious, and serve as filters for acceptable learning and teaching activity (
Journal of Research in Science Teaching, 2005
... VOL. 42, NO. 6, PP. 613637 (2005) Confronting Prospective Teachers' Ideas of Evolution ... more ... VOL. 42, NO. 6, PP. 613637 (2005) Confronting Prospective Teachers' Ideas of Evolution and Scientific Inquiry Using Technology and Inquiry-Based Tasks Barbara A. Crawford,1 Carla Zembal-Saul,2 Danusa Munford,3 Patricia Friedrichsen4 ...
Research in Science Education, 2002
In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced met... more In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced methods course participated in a complex, data-rich investigation based on an adapted version of the Struggle for Survival curriculum. Fundamental to the investigation was the use of the Galapagos Finches software and an emphasis on giving priority to evidence and constructing evidence-based arguments. The questions that guided the research were: (1) What is the nature of the scientific arguments developed by PSTs? (2) How do PSTs go about constructing scientific arguments (emphasis on processes and strategies)? In what ways do the scaffolds embedded in the Galapagos Finches software influence the development of PSTs arguments? Two pairs of PSTs were selected for in-depth examination. The primary sources of data were the electronic artifacts generated in the Galapagos Finches software environment and the videotaped interactions of both pairs as they investigated the data set, constructed and revised their arguments, engaged in peer review sessions, and presented their arguments to the class at the end of the unit. Four major patterns emerged through analysis of the data. First, using the software, PSTs consistently constructed claims that were linked to evidence from the investigation. Second, although PSTs consistently grounded their arguments in evidence, they still exhibited a number of limitations reported in the literature. Third, the software served as a powerful vehicle for revealing PSTs knowledge of evolution and natural selection. Finally, the PSTs approach to the task had a strong influence on the way they used the software.
Science Activities: Classroom Projects and Curriculum Ideas, 2011
One proven strategy to help students make sense of abstract concepts is to sequence instruction s... more One proven strategy to help students make sense of abstract concepts is to sequence instruction so students have exploratory opportunities to investigate science before being introduced to new science explanations (Abraham and Renner 1986; Renner, Abraham, and Birnie 1988). To help physical science teachers make sense of how to effectively sequence lessons, this article summarizes our experiences using an exploration–explanation
Science Activities: Classroom Projects and Curriculum Ideas, 2008
In the project presented in this article, high school students create and observe miniecosystems ... more In the project presented in this article, high school students create and observe miniecosystems in an ecology unit designed around a 5E (engagement, exploration, explanation, elaboration, and evaluation) instructional model. Students choose a wide variety of organisms and use creativity to design miniecosystems.
Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and ... more Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 2005
The Inquiry Empowering Technologies for Supporting Scientific Inquiry course was designed to enga... more The Inquiry Empowering Technologies for Supporting Scientific Inquiry course was designed to engage prospective teachers, as science learners, in developing their understandings about and abilities to do scientific inquiry. The design of the course was ...
Science Education, 2006
Using a theoretical perspective of communities of practice, this case study examines a prospectiv... more Using a theoretical perspective of communities of practice, this case study examines a prospective chemistry teacher's inquiry-based teaching during his practicum. Conrad was a former student of an inquiry-oriented science course, Inquiry Empowering Technologies (IET). The research questions were (a) How did Conrad translate the IET inquiry practices during his practicum?; (b) How did the mentor teacher shape Conrad's participation?; (c) In what ways did Conrad negotiate new meanings of inquiry as a result of his practicum? Interview transcripts were the primary data source. Conrad carried many of the IET inquiry practices into his practicum. He equated inquiry with the use of evidence and had students create evidence-based explanations for how soap works. He chose not to incorporate the tentative nature of science. Although traditional in his own teaching, the mentor teacher supported Conrad by allowing him to teach through inquiry and by removing time constraints. As a result of his practicum, Conrad negotiated new meanings of inquiry teaching and developed an expanded view of technology. Conrad believed that high school
Journal of Research in Science Teaching, 2008
shortages, yet we know little about how teacher knowledge develops within such programs. The purp... more shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among individuals in an ACP, and compare individuals with and without teaching experience. We selected four biology teachers from a cohort of 14. Two were interns with no teaching experience, completing a yearlong mentored internship. Two were full time secondary teachers, with 1-2 years of teaching experience. Data collection involved a lesson planning task related to the topic of heritable variation and a follow-up interview. Both interns and teachers held didactic teaching orientations and used the same teaching script in their lesson plans: short question and answer period, lecture, followed by guided practice. Both groups displayed general, not topic-specific, pedagogical knowledge. We found subtle differences between the groups in their knowledge of students, instruction, curriculum, and assessment. However, the biggest difference between interns and teachers was in the interplay of their various knowledge components as they designed their lessons. We end with implications for the PCK theoretical construct, for teacher education, and for future research.
Recent trends in science education call for greater emphasis on the role of inquiry in science te... more Recent trends in science education call for greater emphasis on the role of inquiry in science teaching and learning (AAAS, 1992; NRC, 1996, 2000), which includes designing and conducting experiments, collecting and interpreting data, giving priority to evidence and developing scientific explanations. Unfortunately, this approach to science learning and teaching presents new challenges prospective teachers as many have never experienced
... IMPLEMENTATION OF THE LEARNING TO TEACH WITH TECHNOLOGY MODEL ... Advantages of micro-based l... more ... IMPLEMENTATION OF THE LEARNING TO TEACH WITH TECHNOLOGY MODEL ... Advantages of micro-based labs: Electronic data acquisition, computerized graphing, or both? Journal of Computers in Mathematics and Science Teaching,8(3), 18-21. US Congress. ...
Journal of Research in Science Teaching, 2005
Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and ... more Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 2005
Cell Biology Education, 2009
School Science and Mathematics, 2007
... Friedrichsen, P., Chval, KB and Teuscher, D. (2007), Strategies and Sources of Support for Be... more ... Friedrichsen, P., Chval, KB and Teuscher, D. (2007), Strategies and Sources of Support for Beginning Teachers of Science and Mathematics. ... Professional interactions (16), Mentors are a good thing but if you're not comfortable with them or if you don't make yourself comfortable ...
Journal of Science Teacher Education, 2014
ABSTRACT Despite the importance of recruiting highly qualified individuals into the science teach... more ABSTRACT Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns' subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers' pay and classroom management.
Journal of Science Teacher Education, 2013
ABSTRACT In order to understand how prospective teachers develop knowledge for teaching, research... more ABSTRACT In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers’ science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants’ year-long internship. Over the course of a year, the participants’ science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers’ development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research.
Journal of Science Teacher Education, 2000
Identifying and working with prospective and practicing teachers' knowledge and beliefs is critic... more Identifying and working with prospective and practicing teachers' knowledge and beliefs is critical in effectively supporting the learning to teach process. A review of the literature suggests that teachers' knowledge and beliefs about teaching and learning are tacit, and tenacious, and serve as filters for acceptable learning and teaching activity (
Journal of Research in Science Teaching, 2005
... VOL. 42, NO. 6, PP. 613637 (2005) Confronting Prospective Teachers' Ideas of Evolution ... more ... VOL. 42, NO. 6, PP. 613637 (2005) Confronting Prospective Teachers' Ideas of Evolution and Scientific Inquiry Using Technology and Inquiry-Based Tasks Barbara A. Crawford,1 Carla Zembal-Saul,2 Danusa Munford,3 Patricia Friedrichsen4 ...
Research in Science Education, 2002
In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced met... more In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced methods course participated in a complex, data-rich investigation based on an adapted version of the Struggle for Survival curriculum. Fundamental to the investigation was the use of the Galapagos Finches software and an emphasis on giving priority to evidence and constructing evidence-based arguments. The questions that guided the research were: (1) What is the nature of the scientific arguments developed by PSTs? (2) How do PSTs go about constructing scientific arguments (emphasis on processes and strategies)? In what ways do the scaffolds embedded in the Galapagos Finches software influence the development of PSTs arguments? Two pairs of PSTs were selected for in-depth examination. The primary sources of data were the electronic artifacts generated in the Galapagos Finches software environment and the videotaped interactions of both pairs as they investigated the data set, constructed and revised their arguments, engaged in peer review sessions, and presented their arguments to the class at the end of the unit. Four major patterns emerged through analysis of the data. First, using the software, PSTs consistently constructed claims that were linked to evidence from the investigation. Second, although PSTs consistently grounded their arguments in evidence, they still exhibited a number of limitations reported in the literature. Third, the software served as a powerful vehicle for revealing PSTs knowledge of evolution and natural selection. Finally, the PSTs approach to the task had a strong influence on the way they used the software.