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Luft, Julie A.; Whitworth, Brooke A.; Berry, Amanda; Navy, Shannon; Kind, Vanessa – Journal of Science Teacher Education, 2019
Science teacher professional development is complex. Phases in a teacher's career necessitate different professional learning opportunities. Furthermore, knowledge bases, practices, and attributes need to be cultivated during these times. For science teachers, it is not always evident how to link professional learning opportunities progressively…
Descriptors: Science Education, Teacher Educators, Science Teachers, Transformative Learning
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Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea – Journal of Science Teacher Education, 2016
In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was…
Descriptors: Climate, Professional Development, Blended Learning, Science Instruction
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Donovan, Deborah A.; Borda, Emily J.; Hanley, Daniel M.; Landel, Carolyn C. – Journal of Science Teacher Education, 2015
Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science…
Descriptors: Curriculum Development, Science Teachers, Elementary School Science, Secondary School Science
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Ogunniyi, M. B.; Rollnick, Marissa – Journal of Science Teacher Education, 2015
Since the independence era in the 1950s and 1960s, many African countries have recognised the important role that science plays in the socio-economic development of any country. As a result, various African governments have enacted policies and allocated a large proportion of their gross national product to the science and science education sector…
Descriptors: Foreign Countries, Science Education, Role, Economic Development
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Kahn, Sami; Lewis, Anna R. – Journal of Science Teacher Education, 2014
Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess…
Descriptors: Teacher Attitudes, Science Instruction, Teacher Education, Standardized Tests
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Bybee, Rodger W. – Journal of Science Teacher Education, 2014
This article centers on the "Next Generation Science Standards" (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts--interconnecting science and engineering…
Descriptors: Science Teachers, Science Education, State Standards, Undergraduate Students
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Lee, Okhee; Miller, Emily C.; Januszyk, Rita – Journal of Science Teacher Education, 2014
The Next Generation Science Standards (NGSS) offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underserved in science classrooms. The NGSS have addressed issues of diversity and equity from their inception, and the NGSS…
Descriptors: Academic Standards, State Standards, Student Diversity, Equal Education
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Osborne, Jonathan – Journal of Science Teacher Education, 2014
This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of…
Descriptors: Educational Change, Science Instruction, State Standards, Elementary Secondary Education
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Rees, Carol; Pardo, Richard; Parker, Jennifer – Journal of Science Teacher Education, 2013
This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1-9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of…
Descriptors: Preservice Teachers, Practicums, Science Instruction, Inquiry
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Capps, Daniel K.; Crawford, Barbara A. – Journal of Science Teacher Education, 2013
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…
Descriptors: Inquiry, Active Learning, Direct Instruction, Science Instruction
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Milford, Todd M.; Tippett, Christine D. – Journal of Science Teacher Education, 2013
This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers' beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K-8) and secondary (8-12) science methods courses. Taken as a whole, the images drawn by…
Descriptors: Methods Courses, Preservice Teachers, Mixed Methods Research, Scientists
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Oliveira, Alandeom W.; Wilcox, Kristen C.; Angelis, Janet; Applebee, Arthur N.; Amodeo, Vincent; Snyder, Michele A. – Journal of Science Teacher Education, 2013
Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches…
Descriptors: Individualized Instruction, Curriculum Development, Best Practices, Praxis
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Smart, Julie B.; Marshall, Jeff C. – Journal of Science Teacher Education, 2013
Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…
Descriptors: Teaching Methods, Science Education, Classroom Observation Techniques, Computer Uses in Education
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Oliveira, Alandeom W.; Rivera, Seema; Glass, Rory; Mastroianni, Michael; Wizner, Francine; Amodeo, Vincent – Journal of Science Teacher Education, 2013
This study examines how three elementary teachers refer to pictorial models (photographs, drawings, and cartoons) during science read-alouds. While one teacher used realistic photographs for the purpose of visually verifying facts about crystals, another employed analytical diagrams as heuristic tools to help students visualize complex target…
Descriptors: Scientific Concepts, Elementary School Science, Visual Literacy, Cartoons
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Schneider, Rebecca M. – Journal of Science Teacher Education, 2013
The development of curriculum materials that are also educative for teachers has been proposed as a strategy to support teachers learning to teach inquiry science. In this study, one seventh-grade teacher used five inquiry science units with varying support for teachers over a two-year period. Teacher journals, interviews, and classroom videotape…
Descriptors: Interviews, Longitudinal Studies, Inservice Teacher Education, Video Technology
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