A Framework and a Research Design Proposal to Identify Preservice Teachers' Integration Performance of Science and Mathematics.

Integration is an important, albeit difficult, goal of science and mathematics education. This paper presents a framework and a research design proposal to identify preservice teachers' (PSTs) integration performance of science and mathematics (IPoSM). It also presents the classification of PSTs' level of integration in each phase of a problem-based learning (PBL) activity, within the proposed framework, and evidence of their work. The framework is organized in three levels of integration, based on current research, and detailed with specific integration indicators about an exemplary PBL activity, named STEM Bees. This PBL activity was structured as a research problem divided into two integrated problems. A qualitative methodology was used, focused on the application of the framework to the work of PSTs in that PBL activity. The final participants were 13 PSTs, organized in four working groups. In general, results show that PSTs' integration performance was higher with the second problem than with the first problem. However, full integration with meaningful connections between science and mathematics ideas was achieved by almost all PST at the conclusion of the research problem. The IPoSM framework indicators proved to be useful for identifying the level of integration of science and mathematics in PSTs' work in each phase of the PBL activity. Keeping the IPoSM framework in mind, teacher educators could elaborate more effective problem-based integrated approaches of science and mathematics in initial teacher education.

Bien que difficile à réaliser, l'intégration constitue un objectif important de l'enseignement des sciences et des mathématiques. Cet article présente un cadre ainsi qu'un projet conceptuel de recherche destinés à déterminer le rendement des enseignants en formation initiale (EFI) dans leur processus d'intégration des sciences et des mathématiques (RdISM). On y présente aussi la catégorisation du niveau d'intégration des EFI dans chacun des stades d'une activité d'apprentissage par résolution de problèmes (ARP), à l'intérieur du cadre proposé ainsi que des preuves de leur travail. En accord avec la recherche en cours, on a organisé le cadre en trois niveaux d'intégration comprenant des indicateurs d'intégration précis applicables à une activité type d'ARP nommée « Abeilles STEM¼. Cette activité d'ARP était conçue de façon à agir comme problématique de recherche que l'on a divisée en deux enjeux intégrés. On a utilisé une méthode qualitative ciblée sur la mise en application du cadre au travail réalisé par les EFI lors de cette activité d'ARP. La liste finale des participants comprenait 13 EFI placés dans quatre groupes de travail. En général, les résultats montrent un rendement en intégration de la part des EFI plus élevé dans le deuxième enjeu que dans le premier. Toutefois, l'intégration complète comprenant l'établissement de liens étroits entre les concepts scientifiques et mathématiques a été atteinte par presque tous les EFI au terme de la problématique de recherche. Les indicateurs du cadre de RdISM ont démontré leur utilité pour déterminer le niveau d'intégration en sciences et en mathématiques dans le travail des EFI pour chacun des stades de l'activité d'ARP. En tenant compte du cadre de RdISM, les formateurs d'enseignants pourraient concevoir des approches d'intégration fondées sur la résolution de problèmes plus efficaces en sciences et en mathématiques dans la formation initiale des enseignants.

Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE).

Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: "Framework to Assess the Coverage of biological Evolution by school curricula." This framework was developed based on the "Understanding Evolution Conceptual Framework" (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts' opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries' curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.