Science teaching, when it was prese

Science teaching, when it was present, had mixed outcomes. Participants in the study (when asked about their science instructional practices) cited their frequent use of models, aquariums, garden planting, and hands-on experiments as evidence of how they teach science. Examples of best-practice science, as defined by current science teaching literature, came from, unsurprisingly, the science magnet. However, most of the participants who belonged to other magnets offered ‘‘science-like’’ experiences as evidence or said that science was planned ‘‘to be integrated’’ during the theme. In this study, ‘‘science-like’’ terminology was used to describe science teaching that appeared hands-on and active but in actuality was loosely planned, lacked significant science content, or provided little opportunity for students to develop problem-solving skills further. In many of these beginning science-like explorations, teachers felt confident that they had provided students with constructivist discovery learning consistent with the school philosophy. Ms. Sutton (pseudonym), an intermediate teacher in the study, was unable to directly note her practice and suggests that her science teaching is ‘all integrated in the theme’. She adds that certainly students received 3 h of science instruction each week.
Researcher: Do you teach science everyday?
Ms. Sutton: To sit there and say that it is science time, no, to say, everybody it’s science—get your books—I guess I lean more to going back to, like the block schedule. Definitely every week they are getting maybe 3 h of science in some way.
She continued, when asked for an example of a recent science lesson, ‘‘Most everything was project oriented. The kids, they invented boats you know—and we would race them to see who did the best one. They did measuring with water and everything.’’
While the school is academically engaged in areas such as reading and language arts, the appearance of science-like activities (i.e. possessing an aquarium, planting a garden, and the building of a space shuttle out of plastic), were unintentionally offered as effective-enough science instruction, especially for those magnets that were not of a science nature. An amount of science coping behavior was also evident (Appleton and Kindt1999; Appleton 2006). If it appeared to be hands-on, free from the restraints of the textbook, innovative, and fun the experience passed as a quality science experience. Throughout the study only one participant, with science magnet membership, offered to explain her justifications for her science experiments as the method for teaching about the processes of science and the nature of science.
Ms. Seeger, an intermediate teacher, commented that she used the science textbook as part of her science instruction although she didn’t always stick to it heavily. Because of the recent increased pressures in science from the district she attempted to teach science everyday but suggested that it really only happened two or three times a week. While she didn’t feel that her magnet membership helped at all in the teaching of science, she felt that the use of the integrated structure was profitable. Overall, participant responses suggested that there was little structured time in the day for the specific, direct instruction of science.
While participants responded in language that celebrated their own personal science practices for its constructivist merits they were quick to comment that as a school they didn’t feel that science was really a priority despite their praises regarding innovation. One participant commented that the collective school didn’t concern itself with the topic of science:

Hasil (Bahasa Indonesia) 1:

Ilmu Pengajaran, ketika itu hadir, telah dicampur hasil. Peserta dalam studi (ketika ditanya tentang praktek-praktek pengajaran ilmu mereka) dikutip mereka sering menggunakan model, akuarium, penanaman kebun dan tangan percobaan sebagai bukti dari bagaimana mereka mengajarkan ilmu pengetahuan. Contoh-contoh praktek terbaik ilmu pengetahuan, seperti yang didefinisikan oleh ilmu pengetahuan saat ini mengajar sastra, datang dari, tidak mengejutkan, ilmu magnet. Namun, sebagian besar peserta yang milik magnet lainnya menawarkan pengalaman '' ilmu-seperti '' sebagai bukti atau mengatakan bahwa ilmu direncanakan '' untuk diintegrasikan '' selama tema. Dalam studi ini, '' ilmu-seperti '' terminologi yang digunakan untuk menggambarkan pengajaran ilmu yang muncul langsung dan aktif tetapi dalam kenyataannya longgar direncanakan, kekurangan signifikan ilmu konten, atau memberikan sedikit kesempatan bagi siswa untuk mengembangkan keterampilan dalam pemecahan lebih lanjut. Dalam banyak eksplorasi ilmu-seperti awal ini, guru merasa yakin bahwa mereka telah menyediakan siswa dengan konstruktivis penemuan pembelajaran konsisten dengan filosofi sekolah. Ms. Sutton (nama samaran), seorang guru menengah dalam studi, tidak mampu untuk dicatat secara langsung dia berlatih dan menyarankan bahwa dia mengajar ilmu 'Semua terintegrasi dalam tema'. Dia menambahkan bahwa tentu saja siswa menerima 3 h Sains kelas setiap minggunya.Peneliti: Anda mengajar ilmu sehari-hari?Ms. Sutton: To sit there and say that it is science time, no, to say, everybody it’s science—get your books—I guess I lean more to going back to, like the block schedule. Definitely every week they are getting maybe 3 h of science in some way.She continued, when asked for an example of a recent science lesson, ‘‘Most everything was project oriented. The kids, they invented boats you know—and we would race them to see who did the best one. They did measuring with water and everything.’’While the school is academically engaged in areas such as reading and language arts, the appearance of science-like activities (i.e. possessing an aquarium, planting a garden, and the building of a space shuttle out of plastic), were unintentionally offered as effective-enough science instruction, especially for those magnets that were not of a science nature. An amount of science coping behavior was also evident (Appleton and Kindt1999; Appleton 2006). If it appeared to be hands-on, free from the restraints of the textbook, innovative, and fun the experience passed as a quality science experience. Throughout the study only one participant, with science magnet membership, offered to explain her justifications for her science experiments as the method for teaching about the processes of science and the nature of science.Ms. Seeger, an intermediate teacher, commented that she used the science textbook as part of her science instruction although she didn’t always stick to it heavily. Because of the recent increased pressures in science from the district she attempted to teach science everyday but suggested that it really only happened two or three times a week. While she didn’t feel that her magnet membership helped at all in the teaching of science, she felt that the use of the integrated structure was profitable. Overall, participant responses suggested that there was little structured time in the day for the specific, direct instruction of science.While participants responded in language that celebrated their own personal science practices for its constructivist merits they were quick to comment that as a school they didn’t feel that science was really a priority despite their praises regarding innovation. One participant commented that the collective school didn’t concern itself with the topic of science:

Hasil (Bahasa Indonesia) 2:

Mengajar ilmu, ketika itu hadir, memiliki hasil yang beragam. Peserta dalam studi (ketika ditanya tentang praktik ilmu pembelajaran mereka) dikutip sering menggunakan mereka model, akuarium, penanaman kebun, dan tangan-on eksperimen sebagai bukti bagaimana mereka mengajarkan ilmu. Contoh ilmu praktek terbaik, seperti yang didefinisikan oleh literatur pengajaran sains saat ini, berasal dari, tidak mengejutkan, magnet ilmu. Namun, sebagian besar peserta yang berasal magnet lain yang ditawarkan '' ilmu-seperti '' pengalaman sebagai bukti atau mengatakan bahwa ilmu pengetahuan direncanakan '' untuk diintegrasikan '' selama tema. Dalam studi ini, '' ilmu-seperti '' istilah digunakan untuk menggambarkan pengajaran ilmu yang muncul tangan-on dan aktif tetapi dalam kenyataannya secara longgar direncanakan, tidak memiliki konten ilmu pengetahuan yang signifikan, atau memberikan kesempatan sedikit bagi siswa untuk mengembangkan kemampuan memecahkan masalah lebih lanjut . Dalam banyak dari mulai eksplorasi ilmu-seperti, guru merasa yakin bahwa mereka telah memberikan siswa dengan penemuan konstruktivis belajar konsisten dengan filosofi sekolah. Ibu Sutton (nama samaran), seorang guru menengah dalam penelitian ini, tidak dapat langsung diketahui berlatih dan menunjukkan bahwa pengajaran ilmu nya adalah 'semua terintegrasi dalam tema'. Dia menambahkan bahwa pasti siswa menerima 3 jam dari instruksi ilmu setiap minggu.
Peneliti: Apakah Anda mengajarkan ilmu sehari-hari?
Ms. Sutton: Untuk duduk di sana dan mengatakan bahwa itu adalah waktu ilmu pengetahuan, tidak ada, mengatakan, semua orang itu ilmu-mendapatkan buku-I Anda kira saya bersandar lebih untuk kembali ke, seperti jadwal blok. Pasti setiap minggu mereka mendapatkan mungkin 3 jam ilmu dalam beberapa cara.
Dia melanjutkan, ketika ditanya untuk contoh pelajaran ilmu baru-baru ini, '' Kebanyakan semuanya proyek berorientasi. Anak-anak, mereka menemukan perahu Anda tahu-dan kami akan ras mereka untuk melihat siapa yang melakukan yang terbaik. Mereka mengukur dengan air dan segala sesuatu. ''
Sementara sekolah yang akademis bergerak dalam bidang-bidang seperti membaca dan bahasa seni, penampilan kegiatan ilmiah seperti (yaitu memiliki akuarium, menanam taman, dan pembangunan sebuah pesawat ruang angkasa keluar plastik), yang tidak sengaja ditawarkan sebagai instruksi ilmu yang efektif-cukup, terutama bagi mereka magnet yang tidak bersifat ilmiah. Jumlah ilmu perilaku coping juga terlihat (Appleton dan Kindt1999; Appleton 2006). Jika itu tampaknya tangan-on, bebas dari kekangan buku teks, inovatif, dan menyenangkan pengalaman berlalu sebagai pengalaman ilmu kualitas. Sepanjang penelitian hanya satu peserta, dengan keanggotaan ilmu magnet, ditawarkan untuk menjelaskan pembenaran dia untuk percobaan sains sebagai metode untuk mengajar tentang proses ilmu pengetahuan dan hakikat ilmu.
Ms. Seeger, seorang guru menengah, berkomentar bahwa ia menggunakan buku teks ilmu sebagai bagian dari instruksi ilmu meskipun dia tidak selalu menempel itu berat. Karena peningkatan tekanan terbaru dalam ilmu pengetahuan dari kabupaten ia mencoba untuk mengajarkan ilmu sehari-hari tetapi menyarankan bahwa itu benar-benar hanya terjadi dua atau tiga kali seminggu. Sementara dia tidak merasa bahwa keanggotaan magnet nya membantu sama sekali dalam pengajaran ilmu pengetahuan, ia merasa bahwa penggunaan struktur terintegrasi menguntungkan. Secara keseluruhan, respon peserta menyarankan bahwa ada sedikit waktu terstruktur di hari selama, instruksi langsung spesifik ilmu.
Sementara peserta menjawab dalam bahasa yang merayakan praktek ilmu pribadi mereka sendiri untuk manfaat konstruktivis yang mereka cepat untuk komentar bahwa sebagai sekolah mereka didn 't merasa bahwa ilmu itu benar-benar menjadi prioritas meskipun pujian mereka tentang inovasi. Salah satu peserta berkomentar bahwa sekolah kolektif tidak menyibukkan dirinya dengan topik ilmu: