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Showing 1 to 15 of 67 results Save | Export
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Heineke, Amy J.; Smetana, Lara; Carlson Sanei, Jenna – Journal of Science Teacher Education, 2019
Teacher education programs are responsible for preparing science teachers for today's culturally and linguistically diverse classrooms, which includes preparing them to support students' science learning and language development. Given the rapid growth in linguistic diversity across the country, science teacher preparation for English learners,…
Descriptors: Case Studies, Bilingualism, Preservice Teachers, Science Teachers
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Spatz, Verena; Wilhelm, Thomas; Hopf, Martin; Waltner, Christine; Wiesner, Hartmut – Journal of Science Teacher Education, 2019
The project described here was aimed at developing and evaluating a novel curriculum with corresponding instructional materials for middle school students on an introduction to Newtonian mechanics, based on physics education research findings. A case study showed that teachers who attended a half-day workshop on the curriculum subsequently enacted…
Descriptors: Physics, Science Instruction, Faculty Development, Curriculum Development
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Sen, Mehmet; Öztekin, Ceren; Demirdögen, Betül – Journal of Science Teacher Education, 2018
This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Case Studies, Science Teachers
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Mensah, Felicia Moore; Brown, Julie C.; Titu, Preethi; Rozowa, Paula; Sivaraj, Ramya; Heydari, Roya – Journal of Science Teacher Education, 2018
In this exploratory study, we use Banks's typology on multicultural curriculum reform as 1 strategy for developing multicultural, culturally relevant science teachers. Banks's typology discusses 4 approaches for integrating multicultural content into the school and university curriculum. In order to support the development of multicultural science…
Descriptors: Preservice Teachers, Inservice Teacher Education, Cultural Pluralism, Scientific Methodology
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Lee, Soon Chun; Nugent, Gwen; Kunz, Gina M.; Houston, James; DeChenne-Peters, SueEllen – Journal of Science Teacher Education, 2018
One major implication of the Next Generation Science Standards is the need to integrate inquiry and practice and incorporate engineering into science education. To support teachers' change efforts in a time of heightened science, technology, engineering, and mathematics standards for all students, effective professional development (PD) is…
Descriptors: Case Studies, Value Added Models, Distance Education, Coaching (Performance)
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Cisterna, Dante; Gotwals, Amelia Wenk – Journal of Science Teacher Education, 2018
Formative assessment practices have been shown to improve science instruction. However, examples of teachers' moment-to-moment informal formative assessment practices are still sparse. This multiple-case study explores the ongoing formative assessment practices of 4 in-service science teachers who participated in a statewide professional…
Descriptors: Formative Evaluation, Faculty Development, Science Instruction, Case Studies
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Masters, Heidi L.; Park Rogers, Meredith A. – Journal of Science Teacher Education, 2018
Young children need opportunities to engage in the practice of constructing scientific explanations in order to develop their own understanding of science content. To engage in this scientific practice, teachers need to provide young children with explicit instruction and scaffolding. However, many classroom teachers' knowledge and beliefs for how…
Descriptors: Pedagogical Content Knowledge, Elementary School Teachers, Young Children, Scientific Concepts
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Boesdorfer, Sarah B. – Journal of Science Teacher Education, 2017
The inclusion of engineering practices poses a challenge for many science teachers trying to meet the expectations of the Next Generation Science Standards because they lack formal training in engineering. This, however, may provide an opportunity for science teacher educators striving to improve the use of learner-centered teaching practices by…
Descriptors: Science Instruction, Chemistry, Secondary School Science, Engineering
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Ring, Elizabeth A.; Dare, Emily A.; Crotty, Elizabeth A.; Roehrig, Gillian H. – Journal of Science Teacher Education, 2017
National reform documents are calling for an upsurge in the development of integrated science, technology, engineering, and mathematics (STEM) curricula to simultaneously increase the number of kindergarten through Grade 12 (K-12) students involved in STEM-related coursework and increase the competitiveness of the United States in the STEM-related…
Descriptors: Teacher Attitudes, STEM Education, Educational Change, Integrated Curriculum
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Sandholtz, Judith Haymore; Ringstaff, Cathy – Journal of Science Teacher Education, 2016
This study investigated how contextual factors influenced the sustainability of outcomes from a 3-year, state-funded professional development program that provided science assistance for K-2 teachers in small, rural school districts. The research used a case-study approach with a purposive sample of five elementary schools that varied in…
Descriptors: Science Teachers, Faculty Development, Longitudinal Studies, Rural Schools
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Demirdögen, Betül – Journal of Science Teacher Education, 2016
The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…
Descriptors: Preservice Teachers, Science Teachers, Science Instruction, Pedagogical Content Knowledge
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Wang, Jianlan; Buck, Gayle A. – Journal of Science Teacher Education, 2016
Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of…
Descriptors: Physics, Science Instruction, Persuasive Discourse, Case Studies
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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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Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer – Journal of Science Teacher Education, 2016
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study…
Descriptors: Qualitative Research, Case Studies, Elementary School Teachers, Faculty Development
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Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert – Journal of Science Teacher Education, 2015
Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…
Descriptors: Secondary School Science, High School Students, Science Instruction, Student Teachers
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