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Hite, Rebecca; Jones, M. Gail; Childers, Gina; Chesnutt, Katherine; Corin, Elysa; Pereyra, Mariana – Electronic Journal of Science Education, 2019
Combined three-dimensional, haptic-enabled, virtual reality (3D HE VR) systems allow students to actively engage and explore various science concepts by leveraging user-friendly and immersive interfaces. Successful implementation of these learning tools in science classrooms hinges upon teachers' perceptions of the technology's potential as a…
Descriptors: Teacher Attitudes, Preservice Teachers, Student Attitudes, Pretests Posttests
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Feille, Kelly; Nettles, Jenesta – Electronic Journal of Science Education, 2019
There is a growing body of literature emphasizing the use of the schoolyard as a teaching tool, however there is limited research that investigates how to support the development of schoolyard pedagogy. Plains Public Schools is home to 17 elementary schools, 12 of which include one or more features of an enhanced schoolyard, such as garden beds.…
Descriptors: Teacher Attitudes, Public Schools, Elementary School Teachers, Science Instruction
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Electronic Journal of Science Education, 2017
Analogies have been widely used as tools for teaching difficult science concepts. The purposeful use of appropriate analogies can facilitate analogical thinking and help students develop the necessary transfer skills required for lifelong learning. Analogical thinking facilitates the development of higher order thinking skills among students. In…
Descriptors: Foreign Countries, Science Teachers, Science Instruction, Teaching Methods
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Deveci, Isa; Seikkula-Lein, Jaana – Electronic Journal of Science Education, 2016
The aim of this study was to examine the opinions of Finnish Science Teacher Educators (FSTEs) about the implementation process related to entrepreneurship education. The study used a phenomenological research design as one of the qualitative research approaches used to analyse the issue. Participants were purposely selected and included five…
Descriptors: Foreign Countries, Science Teachers, Entrepreneurship, Science Instruction
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Rillero, Peter – Electronic Journal of Science Education, 2016
Research suggests deep conceptual learning (DCL) is distinctly different than surface learning. Deep conceptual learners tend to think, discuss, and question more, seeking to understand rather than only memorize. A commonality of the Common Core standards in mathematics and the Next Generation Science Standards is greater focus on depth by…
Descriptors: Science Instruction, Mathematics Instruction, Teaching Methods, Critical Thinking
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Madden, Lauren; Beyers, James; O'Brien, Steve – Electronic Journal of Science Education, 2016
We seek to understand how pre-service and novice teachers view the importance of STEM education in the elementary grades. A sample of prospective and early career elementary teachers was surveyed using an anonymous online questionnaire. The questionnaire asked for demographic information and this prompt: "Is STEM education important at the…
Descriptors: STEM Education, Preservice Teachers, Beginning Teachers, Teacher Attitudes
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Kelani, Raphael R. – Electronic Journal of Science Education, 2015
The first purpose of this descriptive study was to provide information regarding implementation of the compulsory science curricula in secondary school settings in the Republic of Benin in West Africa in which were infused elements of environmental education (EE). The second was to investigate science teachers' attitudes towards teaching…
Descriptors: Environmental Education, Secondary School Students, Science Instruction, Teaching Methods
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Foote, Kathleen Teressa – Electronic Journal of Science Education, 2014
SCALE-UP (Student-Centered Active Learning Environment with Upside-Down Pedagogies) (Beichner et al., 2007) is a reformed pedagogy and classroom design originally developed for large enrollment university physics courses at North Carolina State University. It is currently being used at over 250 institutions worldwide and has since expanded into…
Descriptors: Physics, Science Instruction, Teaching Methods, Educational Change
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Stevenson, Kathryn T.; Carrier, Sarah J.; Peterson, M. Nils – Electronic Journal of Science Education, 2014
Although elementary school may be a prime stage for building environmental literacy, elementary school teachers face significant barriers to including it in their instruction. Several studies have identified teachers' limited ecological science content knowledge and heavy emphasis on state standards and testing as common constraints to…
Descriptors: Elementary School Students, Environmental Education, Literacy, Teacher Attitudes
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Koomen, Michele Hollingsworth; Blair, Robert; Young-Isebrand, Elisabeth; Oberhauser, Karen S. – Electronic Journal of Science Education, 2014
We used a mixed-methods study to understand the nature of classroom instruction and the enactments of inquiry with nine teachers after an extensive professional development (PD). The "Summer Ecology Institute for Teachers" focused on science as a process and included mentoring by scientists and science educators. We validated our…
Descriptors: Science Teachers, Teaching Methods, Faculty Development, Science Instruction
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Feille, Kelly – Electronic Journal of Science Education, 2013
There is limited research to suggest the student-based and school-wide impacts of school gardens, and even less research regarding the teaching practices that are necessary to encourage the success of an outdoor classroom. Despite the lack of research, teachers are successfully integrating their outdoor classrooms into their students' learning…
Descriptors: Gardening, Outdoor Education, Teacher Attitudes, Elementary School Teachers
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McHenry, Nadine; Borger, Laurie – Electronic Journal of Science Education, 2013
Though inquiry-based teaching has long been touted as an effective pedagogy, its application by elementary classroom teachers has been problematic. Two case studies were used to investigate effective professional learning experiences for teachers and the concomitant development of scientific proficiency in children. Both case studies used a newly…
Descriptors: Faculty Development, Active Learning, Inquiry, Elementary School Science
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Zhu, Zheng; Geelan, David – Electronic Journal of Science Education, 2013
This paper reports case studies of five Chinese secondary physics teachers' beliefs and instructional decisions in relation to inquiry-based teaching (IBT). It is part of a larger study intended to explore Chinese secondary physics teachers' beliefs and the ways in which their beliefs influence their classroom practices in the context of the…
Descriptors: Foreign Countries, Secondary School Teachers, Science Teachers, Teacher Attitudes
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Binns, Ian C.; Popp, Shannon – Electronic Journal of Science Education, 2013
This investigation explored the experiences of a cohort of preservice science teachers learning to teach science in their student teaching placements. Specifically, this investigation explored using inquiry instruction from the perspective of the preservice teacher. Participants included seven preservice biology teachers enrolled in a one-year…
Descriptors: Science Instruction, Inquiry, Preservice Teachers, Masters Programs
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Ballone, Lena M.; Czerniak, Charlene M. – Electronic Journal of Science Education, 2001
Learning styles is a common strand found throughout recent science education reform recommendations. The objective of this study was to examine the influences of teacher beliefs regarding their intent to implement a variety of instructional strategies to meet the needs of different learning styles in the science classroom. Ajzen's (1985) Theory of…
Descriptors: Cognitive Style, Higher Education, Science Curriculum, Science Instruction
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