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Miller, Matthew; Hanley, Daniel; Brobst, Joseph – Journal of Science Teacher Education, 2019
This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective science instruction and learning-focused mentoring. The goals of the mentoring professional development were to (a)…
Descriptors: Models, Program Effectiveness, Mentors, Elementary Education
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Tsybulsky, Dina; Oz, Atar – Journal of Science Teacher Education, 2019
The current research is based on the phenomenological-qualitative paradigm. The goal was to examine the significant experiences, attitudes, and pedagogical practices of 17 Israeli student teachers in the science-teaching track regarding the use of project-based learning (PBL) as a pedagogical method, which they implemented in elementary schools…
Descriptors: Science Teachers, Program Implementation, Problem Based Learning, Elementary Schools
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Wang, Jianlan; Sneed, Stacey – Journal of Science Teacher Education, 2019
Inquiry, central in science education reforms for decades, is a critical element required in many teacher education programs. However, the instruction of inquiry-oriented pedagogies in those programs has limited impacts on science preservice teachers (PSTs) who arefvn the agent of transforming classroom instruction. The challenges include the…
Descriptors: Design, Scaffolding (Teaching Technique), Pedagogical Content Knowledge, Elementary Education
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Frisch, Jennifer Kreps – Journal of Science Teacher Education, 2019
This case study examines how elementary preservice teacher candidates used "hybrid" (both paper and digital) notebooks, the extent to which the digital portfolio showed evidence of changes in understanding, and whether candidates plan to use notebooks in their science lesson and unit plan assignments. Activity and reflection entries…
Descriptors: Blended Learning, Preservice Teachers, Portfolios (Background Materials), Student Journals
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Wilder, Otis; Butler, Malcolm B.; Acharya, Parul; Gill, Michele – Journal of Science Teacher Education, 2019
This article is focused on the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect toward the subject of science in preservice elementary teachers.…
Descriptors: Preservice Teachers, Science Teachers, Elementary Education, Student Attitudes
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Kang, Emily J. S.; McCarthy, Mary Jean; Donovan, Corinne – Journal of Science Teacher Education, 2019
This paper reports findings from a two-year investigation on the impact of a professional development (PD) program on second grade teachers' science teaching practice, particularly of the Next Generation Science Standards Science and Engineering Practices (NGSS SEPs). The aims of this study were three-fold: 1) identify which SEPs teachers enacted…
Descriptors: Faculty Development, Elementary School Teachers, Science Instruction, Engineering Education
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Lederman, Norman G.; Lederman, Judith S. – Journal of Science Teacher Education, 2019
This study provides an example of a systematic professional development project designed to build capacity for the teaching of nature of science and scientific inquiry, while not sacrificing the learning of more traditional science subject matter. Specifically, this project examined the impact of a 5-year professional development project on K-12…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Science Instruction, Scientific Principles
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Kazempour, Mahsa – Journal of Science Teacher Education, 2018
The current study aimed to provide elementary preservice teachers with an opportunity to engage in an authentic inquiry experience that shifted the focus from the hypothesis-testing model of inquiry to one that more accurately and completely reflected the process of scientific inquiry in its entirety. The aim of this qualitative case study was to…
Descriptors: Elementary Education, Preservice Teachers, Inquiry, Reflection
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Zangori, Laura; Foulk, Jaimie; Sadler, Troy D.; Peel, Amanda – Journal of Science Teacher Education, 2018
Engaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are…
Descriptors: Elementary School Teachers, Teacher Attitudes, Faculty Development, Communities of Practice
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Subramaniam, Karthigeyan; Asim, Sumreen; Lee, Eun Young; Koo, Yilmin – Journal of Science Teacher Education, 2018
The purpose of this study was to explore student teachers' images of science instruction in informal settings and how these images explicate their field trip pedagogy. "Field trips" refers to planned, structured, and adaptable ways of learning science outside the science classroom that are connected to the school science curriculum.…
Descriptors: Student Teachers, Science Instruction, Field Trips, Science Teachers
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Mandrikas, Achilleas; Stavrou, Dimitrios; Halkia, Krystallia; Skordoulis, Constantine – Journal of Science Teacher Education, 2018
In this article, we present the results of an implementation of a teaching-learning sequence that offered the opportunity to increase preservice elementary teachers' engagement with authentic activities in meteorology. In particular, we describe the results of a teaching-learning sequence with regard to the representation of winds on weather maps…
Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Science, Meteorology
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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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d'Alessio, Matthew A. – Journal of Science Teacher Education, 2018
What teachers believe about their own effectiveness in the classroom influences what and how they teach, so teacher preparation programs should work to cultivate strong self-efficacy beliefs (SEBs) in future teachers. I designed a science content course for future elementary teachers around the simultaneous goals of teaching science content and…
Descriptors: Microteaching, Science Instruction, Self Efficacy, Student Attitudes
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Arias, Anna Maria; Smith, P. Sean; Davis, Elizabeth A.; Marino, John-Carlos; Palincsar, Annemarie S. – Journal of Science Teacher Education, 2017
Educative curriculum materials present a promising mechanism for promoting more ambitious science teaching in elementary classrooms, including engaging students in science practices. Integrating science practices with science content is emphasized in new education reforms. Elementary teachers, however, face challenges in engaging children in…
Descriptors: Prediction, Instructional Materials, Learner Engagement, Inservice Teacher Education
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Kademian, Sylvie M.; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan – Journal of Science Teacher Education, 2017
The purpose of this study was to determine how elementary teachers used scientific language during a whole-class discussion to describe 3 biological phenomena (interactions, dependent relationships, and interdependent relationships) with and without educative curricula. Findings revealed that the ways in which the 6 teachers enacted the discussion…
Descriptors: Elementary School Teachers, Science Teachers, Elementary School Science, Instructional Materials
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