1. Brooke Whitworth
  2. http://www.brookewhitworth.com
  3. Associate Professor of Science Education
  4. Building Content Knowledge of Elementary Teachers of Science (BuCKETS)
  5. https://cmse.olemiss.edu/buckets/
  6. Clemson University
  1. Whitney Jackson
  2. Professional Development Coordinator
  3. Building Content Knowledge of Elementary Teachers of Science (BuCKETS)
  4. https://cmse.olemiss.edu/buckets/
  5. University of Mississippi
  1. Julie James
  2. https://www.researchgate.net/profile/Julie-James-9
  3. Assistant Director of Professional Learning
  4. Building Content Knowledge of Elementary Teachers of Science (BuCKETS)
  5. https://cmse.olemiss.edu/buckets/
  6. University of Mississippi
  1. Alice Steimle
  2. Director of CMSE
  3. Building Content Knowledge of Elementary Teachers of Science (BuCKETS)
  4. https://cmse.olemiss.edu/buckets/
  5. University of Mississippi
  1. Shelby Watson
  2. Graduate Research Fellow
  3. Building Content Knowledge of Elementary Teachers of Science (BuCKETS)
  4. https://cmse.olemiss.edu/buckets/
  5. University of Mississippi
Public Discussion

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  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 9, 2022 | 03:50 p.m.

    Welcome to the BuCKETS project! We are excited to share how we developed and implemented a physics course for elementary preservice teachers. We are nearing the end of our project and would love to learn where viewers think we should go next with this work.  

  • May 10, 2022 | 09:32 a.m.

    Hi Brooke,

    Thank you for sharing your focus on supporting PSTs physics knowledge! I love your focus on both the PSTs plus the instructor's PCK knowledge. Will you be following your PSTs into the classroom and see what kinds of impact this kind of content knowledge building course has on their science teaching?

    Thanks for sharing!

    Laura

  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 10, 2022 | 09:42 a.m.

    Hi Laura, 

    Thanks for watching!  We would love to follow them, but right now there are no plans to do so as the project was only for three years. However, that's a GREAT idea for future steps.  Thanks for taking the time to watch!

  • Icon for: patrick honner

    patrick honner

    Facilitator
    Teacher
    May 10, 2022 | 10:46 p.m.

    It's exciting to see teacher training programs take advantage of their opportunities to change pre-service teachers' attitudes about both content and pedagogy! Hopefully these transformative experiences will be transmitted to their students down the line. I imagine finding the right faculty can be a challenge for programs like this. Can you talk a little about where your faculty came from? Were they university faculty who were already engaged in this kind of teaching, or were they instructors with deep K-12 classroom experience?

  • Icon for: Whitney Jackson

    Whitney Jackson

    Co-Presenter
    Professional Development Coordinator
    May 11, 2022 | 09:51 a.m.

    Hi Patrick,

    It is true, as in all courses, that the right faculty makes all the difference. For this project, the Physics faculty member who chose to work with BuCKETS had already begun incorporating more collaborative discourse in his instruction. He did work closely with the project lead, Dr. Brooke Whitworth, and engaged in several hours of PD related specifically to the Making Sense of Science course material. As the project concludes, he has shared several aspects of the course he will be adopting in the future, which is a good sign from our point of view!

    We appreciate that you have an interest in our project. Thanks for watching and commenting!

     
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    patrick honner
  • Icon for: Rebecca Vieyra

    Rebecca Vieyra

    Facilitator
    Associate Director of Global Initiatives
    May 11, 2022 | 08:43 a.m.

    Hi, Brooke and team! 

    It was so inspiring to hear how these pre-service teachers' attitudes about science have changed over their lifetime (and, it's definitely a bit of an added bonus to see students finding new passions and going into secondary science as well).

    As someone involved in physics education myself, I'm curious to know a few things:

    • How is your approach different from other pre-service initiatives that seem similar to me (lab / tutorial / peer engagement), like Physics by Inquiry (https://www.physport.org/methods/method.cfm?G=PBI), which was created explicitly for teacher education, or even something like Physics and Everything Thinking (https://www.physport.org/methods/method.cfm?G=PET)?
    • Did this initiative originate with the faculty themselves? I'm curious to know who identified the "challenge/opportunity" in reforming the course and the methods, and what faculty response was like at the outset. 
     
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    patrick honner
  • Icon for: Alice Steimle

    Alice Steimle

    Co-Presenter
    Director of CMSE
    May 11, 2022 | 09:31 a.m.

    Hi Rebecca!  Thank you for the post and great questions.  I will address the second question.  When our center began in 2006, we realized through various means that Elementary Education Majors were lacking content knowledge for teaching mathematics.  So we began a collaboration with the math department to begin teaching the Mathematics for Elementary Education Majors courses (2 course sequence) in a way that provided the pre-service teachers (PSTs) not only the mathematics content knowledge but also the pedagogical content knowledge for teaching mathematics.  The courses were taught through problem solving and allowed PSTs to learn the content while the instructors/faculty utilized appropriate, research-based methods for teaching the content.  We wanted our PSTs to be well prepared to teach science as well.  We approached a couple of the science departments on campus, and the physics department seemed most interested at the time of the grant as they had a visiting professor who was interested in physics education.  Our university is also going through several initiatives to revise STEM education for non-STEM majors through active learning opportunities and course revisions.  These events happened to align, and we were able to reserve a section of the physics course for elementary education majors during the second year of the project.     

     
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    Rebecca Vieyra
    patrick honner
  • Icon for: Rebecca Vieyra

    Rebecca Vieyra

    Facilitator
    Associate Director of Global Initiatives
    May 12, 2022 | 05:05 a.m.

    Thanks for the response! It sounds like the stars aligned just right!

    (Is there someone else on the team who might be able to answer my first question? It is a genuine curiosity!)

  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 12, 2022 | 10:36 p.m.

    Hi Rebecca, 

    Sorry for the delay in response! It’s graduation and grading week here. I think our approach is actually very similar to these two but is more aligned with NGSS and what we see in the K-12 classroom. We worked with WestEd’s Making Sense of Science which develops professional learning curricula and student curricula for K12. Our thinking was it would help future teachers anticipate what teaching 3D might look like and to experience that type of teaching as many had not been taught in that way. In addition, we hoped that eventually it might also be a means for working with all undergraduates. It does focus on developing conceptual understanding through science practices but emphasizes cross-cutting concepts and scientific literacy. Let us know if we can answer more questions!

  • Icon for: Alexander Rudolph

    Alexander Rudolph

    Facilitator
    Professor
    May 11, 2022 | 02:50 p.m.

    Great project and video! Your project is very reminiscent of a similar project we instituted in our physics for future teachers at Cal Poly Pomona some years ago. It had a similar combined lecture/lab approach and also tried to connect the science to the age-appropriate learning goals that elementary school teachers have. As for future directions, I would like to see someone collect information about these types of projects together and publish some kind of analysis of the similarities and differences and evaluating outcomes so that the best practices in this area can be further disseminated to the larger university audience. Overall, nice video and project. 

     
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    Alice Steimle
  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 12, 2022 | 10:37 p.m.

    Thank you! This is an excellent idea and definitely good food for thought!

  • Icon for: Kathy Huncosky

    Kathy Huncosky

    Professional Learning Specialist
    May 13, 2022 | 03:10 p.m.

    Hi Brooke,

    I really enjoyed watching your video and seeing how things ended up playing out in your project. Your results are very impressive! It sounds like the students are benefitting greatly from the teaching approach — which really isn't a surprise. Thank you for doing the work that your do and for inspiring our next generation of science teachers.

    Kathy 

  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 13, 2022 | 05:44 p.m.

    Thanks, Kathy!  I am sure that your work with Making Sense of Science played into much of these results. Thank you for your indirect contributions and for taking the time to watch!  Hope to see you soon!

  • Icon for: Leah Wiitablake

    Leah Wiitablake

    Graduate Student
    May 16, 2022 | 05:53 p.m.

    I love the active learning approach with the integration of lecture and lab. Being student-centered is SO important! And you can really tell it was implemented well by the quotes. I especially love the one person who said they can now "see the bright side of science"!

     
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    Brooke Whitworth
  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 17, 2022 | 09:17 a.m.

    Thank you, Leah! That was one of our favorite quotes too!

  • Icon for: Lauren Bauman

    Lauren Bauman

    Research Coordinator
    May 17, 2022 | 12:29 a.m.

    Very cool project! I enjoyed your video, particularly hearing from students who were very deeply impacted by your work. Has the program been equally successful with expanding to other non-science majors as preservice elementary teachers? Were there changes you made to the program when applied to other non-science majors? I'd also be interested to know more about how the program has impacted preservice teachers' classroom practises (for example, if the teachers who participated in the program are more likely to use more active learning methods in their science classes). I would imagine this may be not easy to measure, but it is exciting to consider the widespread impacts that extend beyond the class instructors and preservice teachers to all the students they go on to teach! 

     
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    Brooke Whitworth
  • Icon for: Brooke Whitworth

    Brooke Whitworth

    Lead Presenter
    Associate Professor of Science Education
    May 17, 2022 | 09:20 a.m.

    We are finishing up collecting data from a non PST cohort and are excited to see the results. We think we will similar content gains but perhaps not the same excitement for science. We did not change anything else about the program when we did it with all undergrads so it will be interesting to see the differences. 

    We would love to be able to measure practice changes in the PSTs but sadly since most were freshmen it would be beyond the scope and length of the project. But, definitely something for us to consider and perhaps look at pursuing in the future! 

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