This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level.
These chapters describe globalization in authors respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The books research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.
Part I: Globalization and Rural Science Teacher Preparation.- 1
Globalization and Science Teacher Education; Gayle Buck.- 2 Globalization
Competencies; Vesna Dimitrieska.- 3 Contemporary Efforts Involving
Globalization and Science Teacher Education; Valarie L. Akerson.- Part II:
Action Research on Globalizing Rural Science Teacher Preparation.- 4 Action
Research on Science Teacher Preparation; Valarie Akerson and Gayle Buck.- 5
The Impact of a Multidisciplinary Approach to Preservice Teachers Global
CompetenceUsing Children's Literature; Michael Jabot.- 6 Teaching
Globalization of Science to Elementary Preservice Teaching Using Children's
Literature; Sumreen Asim and James T. McDonald.- 7 Intentionally Teaching
Scientific Inquiry: Its impact on K-5 Students Global Science
Investigations; Selina Bartels.- 8 From Local to Global: An Exploration of
Preservice Teacher's Perceptions of Climate Change; Larry Collins.- 9
Fostering Globalization through Scientific Argumentation in Secondary
Classrooms; Brent Gilles.- 10 Including Internationalization in a Secondary
Science Methods Course for Preservice High School Teachers; Khadija E. Fouad
and Vivian Ali Zohery.- 11 Water Connects Us All: Learning to Teach Global
Science through the Global Water Crisis; Lacey D. Huffling and Heather C.
Scott.- 12 Fostering preservice science teachers global awareness through
biomedical research and COVID-19 vaccine development; Ryan Summers.- 13
Considering Water as a Global Community Resource: Global Competency
Development Through Water Cycle Conversations; Allison Freed, Javier Taylor.-
14 Drinking water quality and pre-service elementary teachersan
investigation in local practices and global issues; Jessica Stephenson
Reaves.- 15 Scaffolding Elementary Preservice Science Teachers Global
Science Learning; Heather C. Scott and Lacey D. Huffling.- 16 Linking rural
and global funds of knowledge to improve pre-service teachers positive
attitudes toward global science education; Tulana R. Ariyaratne, & Valarie
Akerson.- 17 Using Indigenous Knowledge To Enhance Students Understanding Of
Environmental Topics And Promote Global And Equitable Learning In The
Classroom; Nader El Ahmadie, & Valarie Akerson.- 18 Developing Global Science
Knowledge and Global Competence Skills of Future Rural Elementary Teachers in
an Undergraduate Science Course; Shukufe Rahman, Conghui Liu, Gayle Buck.- 19
Utilizing a Study Away Program to Develop Culturally-Relevant Pedagogy in
Pre-Service Teachers; Robbie L. Higdon.- Part III: Going Forward.- 20 Lessons
learned About Globalizing Science Teacher Education; Gayle Buck, Vesna
Dimitrieska, Valarie Akerson.
Dr. Gayle Buck is an Associate Dean and Professor of Science Education at Indiana University. Her scholarship explores 1) student populations traditionally underserved in science education, 2) neglected epistemological assumptions, and 3) pragmatic and participatory approaches to improving teacher education.She has taught several workshops/courses focused on equity and global science, co-edited books on pre-service science teacher education, and published in various academic books and journals.
Dr. Vesna Dimitrieska is the Coordinator of Global Education Initiatives at Indiana University. Her work focuses on internationalizing P-16 education. Her research interests include curriculum internationalization, language teacher identity, and reflective practices of language teachers and teacher educators. Dr. Dimitrieska has received multiple national awards.
Dr. Valarie Akerson is Professor of Science Education with a research focus on nature of science in elementary science teacher education. She is a Past-President of the Association for Science Teacher Education and NARST: A Global Organization for Improving Science Education Through Research, and 2021 Recipient of the NARST Distinguished Contributions to Science Education Research Award.
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