Papers by Sumita Bhattacharyya
Electronic Journal of …, 2009
This qualitative study examines the impact of a technology-integrated project-based approach (PBA... more This qualitative study examines the impact of a technology-integrated project-based approach (PBA) on the learning experiences and subsequent decision-making of inservice teachers pursuing their master's degree who are enrolled in a science methods class. The authors employed in-depth interviews, journal reflections, observations, performance in class projects, and content of class projects as data sources. Through inductive data analysis the authors found that banter is a key factor in collaborative learning, that technology-integrated PBA fostered interdisciplinary connections in the science methods class, and that in-service elementary education teachers intended to integrate technology and PBA in their science classes as a result of their learning experiences in the science methods class.
Creative Education, 2013
In this qualitative study we investigated the role of bantering in creating a learning community ... more In this qualitative study we investigated the role of bantering in creating a learning community for science education. The curriculum was centered on a technology-integrated Project Based Approach (PBA). We examined the pattern of in-service teachers' interaction with such a learning environment and perceptions of their future instructional practices that result from collaborative reflection on the use of Banter throughout the semester. The findings suggest that exposure to bantering interaction not only helped the in-service teachers to make decisions about the scientific issues they will face in the future but also helped to construct a more inquiry based understanding of the issues in science teaching. Methodological limits and possibilities were explored through the use of data analysis software such as Inspiration and NVivo.
The overall purpose of this longitudinal study was to investigate the effectiveness of a science ... more The overall purpose of this longitudinal study was to investigate the effectiveness of a science method course in training pre service teachers to teach science. This effectiveness was measured by examining changes in pre-service teachers‟ science teaching confidence level as reflected in their ability to implement different instructional strategies and determining their students‟ gain in science knowledge during the student teaching semester. This study tracked pre-service elementary science teachers from the time they took their science method course in the teacher education program, which focused on using inquiry strategies, to the completion of their student teaching. The data (n=41) were collected over four consecutive semesters through quantitative and qualitative measures. The population of this study was pre-service teachers enrolled in a science method course. The effectiveness of science teaching was determined by comparing pre and posttest results of the students taught b...
Electronic Journal of Science Education, Aug 6, 2013
The overall purpose of this longitudinal study was to investigate the effectiveness of a science ... more The overall purpose of this longitudinal study was to investigate the effectiveness of a science method course in training pre service teachers to teach science. This effectiveness was measured by examining changes in pre-service teachers" science teaching confidence level as reflected in their ability to implement different instructional strategies and determining their students" gain in science knowledge during the student teaching semester. This study tracked pre-service elementary science teachers from the time they took their science method course in the teacher education program, which focused on using inquiry strategies, to the completion of their student teaching. The data (n=41) were collected over four consecutive semesters through quantitative and qualitative measures. The population of this study was pre-service teachers enrolled in a science method course. The effectiveness of science teaching was determined by comparing pre and posttest results of the students taught by the pre-service teachers during their student teaching semester. Their science teaching confidence level was measured quantitatively by comparing pre and post Science Teaching Efficacy Beliefs Instrument (STEBI-B) scores and qualitatively by classroom observation; lesson plans; survey questionnaire and structured open ended interviews during their student teaching semester. The quantitative and qualitative data were triangulated and analyzed by analytic induction and constant comparative method. It is evident from this study that the pre service teachers demonstrated confidence in implementing both traditional and the inquiry method in the classroom instruction.
This workshop will demonstrate a step by step procedure for conducting an investigation using tec... more This workshop will demonstrate a step by step procedure for conducting an investigation using technology in the classroom. This will help prepare teachers to meet national and state standards. Developing instructional technology skills to understand scientific concepts and doing investigation become the mandatory standard at both state and national levels. The Project Based Approach gives every student a chance to mimic what scientists do. It requires students to conduct research in the area they are interested in with the use of technology.
Creative Education, 2013
The most common criticism of standardized testing is that teachers find themselves "teaching to t... more The most common criticism of standardized testing is that teachers find themselves "teaching to the test" instead of teaching the various content and skill areas of the curriculum. In recent years, standardized tests have become the predominant tool used to determine a student's progress, to promote or retain a student at the current grade level, and to identify if a learning disability exists. The main problem with standardized tests is that they inhibit the kind of education that matters the most, preparing young people with "higher order thinking skills" to compete in a global economy. Does "teaching to the test", an integral part of standardized tests, really increase student capabilities and knowledge, or does it simply put more pressure on teachers and students? Teachers want their students to excel on their standardized tests for both their benefit, as well as the benefit of their students. High scores become even more important because the school district uses individual school test scores to evaluate each school. In many cases, school ratings are now linked to funding and teacher evaluation. Novice teachers are the next generation of educators who will be teaching school children. These enthusiastic, optimistic young professionals have a unique perspective that has not been tainted by the educational bureaucracy. In this paper some novice teachers who were presently teaching voiced their concerns and opinions against standardized tests.
School Science and Mathematics, 2011
ABSTRACT This study explored if a weeklong science camp changed Louisiana African-American high s... more ABSTRACT This study explored if a weeklong science camp changed Louisiana African-American high school students' perception of science. A semi-structured survey was used before and after the camp to determine the changes in science attitudes and career choices. Among the perceived benefits were parental involvement, increased science academic ability, and deepened scientific knowledge. These perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives. Students who reported doing well in school science courses believed that science was more relevant to their lives. Female students who cited doing well in science reported less parental involvement in their schoolwork than males. This study draws attention to gender differences in science and to designing informal science learning experiences for African-American high school students that can change attitudes toward career choices in science-related fields.
In this qualitative study we investigated the role of bantering in creating a learning community ... more In this qualitative study we investigated the role of bantering in creating a learning community for science education. The curriculum was centered on a technology-integrated Project Based Approach (PBA). We examined the pattern of in-service teachers' interaction with such a learning environment and perceptions of their future instructional practices that result from collaborative reflection on the use of Banter throughout the semester. The findings suggest that exposure to bantering interaction not only helped the in-service teachers to make decisions about the scientific issues they will face in the future but also helped to construct a more inquiry based understanding of the issues in science teaching. Methodological limits and possibilities were explored through the use of data analysis software such as Inspiration and NVivo.
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Papers by Sumita Bhattacharyya