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Wu, Shelly C.; Silveus, Allison; Vasquez, Stacy; Biffi, Daniella; Silva, Cecilia; Weinburgh, Molly – Journal of Science Teacher Education, 2019
To bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to…
Descriptors: Science Instruction, English Language Learners, Language Usage, Persuasive Discourse
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McHugh, Luisa; Kelly, Angela M.; Burghardt, M. David – Journal of Science Teacher Education, 2018
Contemporary research has suggested that for students to compete globally, pedagogy must shift to emphasize the infusion of mathematics into science instruction to strengthen understanding. Innovative professional development programs are necessary to achieve this goal, particularly with respect to teaching graphing skills in the context of…
Descriptors: Science Instruction, Mathematics Instruction, Middle School Students, Science Process Skills
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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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Van Duzor, Andrea Gay – Journal of Science Teacher Education, 2012
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and…
Descriptors: Evidence, Chemistry, Educational Change, Professional Development
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Farland-Smith, Donna – Journal of Science Teacher Education, 2012
At a 5-day summer camp designed for middle-school girls (N = 50), fifth through ninth-grade students were able to identify with individual scientists and learn more about the science field. Data from the girls' journals, pictorial representations, and field notes demonstrated that these young women related to scientists who actively engaged them…
Descriptors: Females, Humor, Scientists, Middle Schools
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Smith, M. Cecil; Darfler, Anne – Journal of Science Teacher Education, 2012
US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to…
Descriptors: Science Careers, Teacher Characteristics, Science Achievement, Standardized Tests
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Bell, Clare Valerie; Odom, Arthur Louis – Journal of Science Teacher Education, 2012
While much is known about K-12 teachers' participation in professional development (PD) on inquiry-based science instruction, how professors facilitate such PD is not as well documented. This reflective, descriptive study documents the pedagogical practices of three professors during a two-week summer PD program on inquiry-based science…
Descriptors: Science Teachers, Elementary Secondary Education, Professional Development, Grade 4
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Sinclair, Becky Barton; Naizer, Gilbert; Ledbetter, Cynthia – Journal of Science Teacher Education, 2011
The purpose of this study was to assess the impact of a teacher professional development program on the classroom teaching practices of the participants. This particular professional development program included an intensive summer institute, 8 monthly follow-up sessions, informal participant-professor mentoring and peer networking. The majority…
Descriptors: Rural Schools, Self Efficacy, Program Effectiveness, Grade 4
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Ozkal, Kudret; Tekkaya, Ceren; Sungur, Semra; Cakiroglu, Jale; Cakiroglu, Erdinc – Journal of Science Teacher Education, 2010
This study investigated students' scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated…
Descriptors: Elementary School Students, Socioeconomic Status, Mothers, Multivariate Analysis
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Yilmaz-Tuzun, Ozgul; Topcu, Mustafa Sami – Journal of Science Teacher Education, 2010
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students' perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626…
Descriptors: Constructivism (Learning), Elementary School Students, Factor Structure, Metacognition
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Lewthwaite, Brian – Journal of Science Teacher Education, 2005
The purpose of this study was to monitor the development of teacher personal attribute and school environmental factors at an urban intermediate (years 7 and 8) school in New Zealand as a result of an extended science professional development intervention project. Over a 2-year period, a validated, comprehensive science curriculum delivery…
Descriptors: Foreign Countries, Professional Development, Science Curriculum, Data Collection