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Nixon, Ryan S.; Hill, Kathleen M.; Luft, Julie A. – Journal of Science Teacher Education, 2017
Although studies repeatedly show both the importance of teachers' science subject matter knowledge (SMK) and the fact that teachers have limited SMK, there are few opportunities for teachers to formally enhance their understanding of science after entering the classroom. Therefore, there is significant need for teachers to develop their SMK…
Descriptors: Secondary School Science, Secondary School Teachers, Science Instruction, Science Teachers
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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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Hernandez, Cecilia; Shroyer, M. Gail – Journal of Science Teacher Education, 2017
Teacher preparation is a complex process; also complex are the standards that define what novice teachers need to know and be able to do to effectively meet the needs of all of their students. Add the demographic shift in the student population, and there are additional demands on teachers to provide students with the education they need and…
Descriptors: Culturally Relevant Education, Teaching Methods, Hispanic American Students, Science Instruction
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Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie – Journal of Science Teacher Education, 2016
Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to…
Descriptors: Inquiry, Plants (Botany), Preservice Teachers, Elementary School Science
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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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Hayes, Kathryn N.; Lee, Christine S.; DiStefano, Rachelle; O'Connor, Dawn; Seitz, Jeffery C. – Journal of Science Teacher Education, 2016
Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new…
Descriptors: Science Teachers, Teacher Education Programs, Teacher Educators, Science Education
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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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Goodnough, Karen – Journal of Science Teacher Education, 2016
Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural-historical activity theory is used…
Descriptors: Action Research, Participatory Research, Faculty Development, Elementary School Teachers
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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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Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A. – Journal of Science Teacher Education, 2015
The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science…
Descriptors: Service Learning, Preservice Teachers, Elementary Education, Science Instruction
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Anderson, D.; Nashon, S.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, F. – Journal of Science Teacher Education, 2015
This study investigated Kenyan science teachers' pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students' learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about…
Descriptors: Science Teachers, Science Instruction, Locus of Control, Educational Change
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Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa – Journal of Science Teacher Education, 2014
This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics.…
Descriptors: Teacher Education Programs, Secondary School Teachers, Science Teachers, Mathematics Teachers
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Siegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L. – Journal of Science Teacher Education, 2014
This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview.…
Descriptors: English Language Learners, Scaffolding (Teaching Technique), English, Native Speakers
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Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta – Journal of Science Teacher Education, 2014
As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation…
Descriptors: Inquiry, Science Instruction, Teacher Educators, Science Teachers
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Boote, Stacy K. – Journal of Science Teacher Education, 2014
This study examined how 12- and 13-year-old students' mathematics and science background knowledge affected line graph interpretations and how interpretations were affected by graph question levels. A purposive sample of 14 students engaged in think aloud interviews while completing an excerpted Test of Graphing in Science. Data were…
Descriptors: Scoring Rubrics, Graphs, Protocol Analysis, Interviews
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