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Ogodo, Justina A. – Journal of Science Teacher Education, 2019
Many high school classrooms in the United States have physics teachers who are teaching the subject outside their certified content areas because of a severe shortage of physics teachers. There is a critical need to improve the knowledge base of these out-of-field teachers. This comparative case study examined the instructional practice of…
Descriptors: Advanced Placement, Physics, High School Teachers, Secondary School Science
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Kang, Emily J. S.; Donovan, Corinne; McCarthy, Mary Jean – Journal of Science Teacher Education, 2018
The aim of this study was to assess elementary teachers' pedagogical content knowledge (PCK) of and confidence in their ability to support students in enacting the science and engineering practices (SEPs) of the Next Generation Science Standards. Findings from this study were used to inform the planning of a professional development program for…
Descriptors: Pedagogical Content Knowledge, Elementary School Teachers, Engineering Education, Science Education
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Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda – Journal of Science Teacher Education, 2017
Teacher professional development (PD) is central to the realization of the current reform efforts in science education. In this qualitative study, we investigated how educative curriculum materials supported middle school science teachers' learning within the context of a comprehensive PD program focused on the enactment of a reform-based science…
Descriptors: Faculty Development, Middle School Teachers, Science Teachers, Science Curriculum
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Zangori, Laura; Friedrichsen, Patricia J.; Wulff, Eric; Womack, Andrew J. – Journal of Science Teacher Education, 2017
We studied how the practices of modeling supported preservice teachers (PSTs) as a reflection tool for knowledge integration in their science methods courses. In this exploratory study, elementary (n = 4) and middle/secondary (n = 7) PSTs drew models of the process of teaching and learning, including what occurred before, during, and after…
Descriptors: Preservice Teachers, Reflection, Pedagogical Content Knowledge, Preservice Teacher Education
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Donna, Joel D.; Hick, Sarah R. – Journal of Science Teacher Education, 2017
Gaps in elementary teachers' subject matter knowledge influence their teaching and student learning of science. Educative curriculum materials can support teacher subject matter knowledge. We investigated whether preservice teachers in 2 universities (n = 92) had gains in subject matter knowledge if they participated in modeled instruction related…
Descriptors: Elementary School Teachers, Science Instruction, Pedagogical Content Knowledge, Preservice Teachers
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Hestness, Emily; McGinnis, J. Randy; Breslyn, Wayne; McDonald, R. Christopher; Mouza, Chrystalla – Journal of Science Teacher Education, 2017
In the context of a weeklong summer professional development program focused on climate change education, we conducted a qualitative case study investigating how science educators' understandings of learning progressions (LPs) informed their ideas about climate change teaching practice. Participants (N = 27) in the Climate Academy were middle…
Descriptors: Science Teachers, Teacher Attitudes, Climate, Faculty Development
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Cutucache, Christine E.; Leas, Heather D.; Grandgenett, Neal F.; Nelson, Kari L.; Rodie, Steven; Shuster, Robert; Schaben, Chris; Tapprich, William E. – Journal of Science Teacher Education, 2017
The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha…
Descriptors: Mentors, Inservice Teacher Education, Science Teachers, Science Instruction