NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers4
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 32 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hanuscin, Deborah L.; Cisterna, Dante; Lipsitz, Kelsey – Journal of Science Teacher Education, 2018
The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers' pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model…
Descriptors: Elementary School Teachers, Science Teachers, Grade 5, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Benedict-Chambers, Amanda; Aram, Roberta – Journal of Science Teacher Education, 2017
This study explores the potential of a set of Tools for Teacher Noticing in helping novice teachers learn to notice and reason about features of ambitious science teaching. A total of 53 novice teachers in an elementary science methods course were taught to use 4 tools to enact and reflect on reform-oriented science teaching. In 159 written…
Descriptors: Reflection, Preservice Teachers, Teaching Methods, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Menon, Deepika; Sadler, Troy D. – Journal of Science Teacher Education, 2016
Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…
Descriptors: Preservice Teachers, Elementary School Teachers, Science Teachers, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Hanuscin, Deborah L.; Zangori, Laura – Journal of Science Teacher Education, 2016
Just as the "Next Generation Science Standards" (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary…
Descriptors: Elementary School Science, Elementary School Teachers, Science Teachers, Teacher Education Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura – Journal of Science Teacher Education, 2015
To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…
Descriptors: Preservice Teachers, Preservice Teacher Education, Elementary School Teachers, Formative Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Olson, Joanne K.; Tippett, Christine D.; Milford, Todd M.; Ohana, Chris; Clough, Michael P. – Journal of Science Teacher Education, 2015
This article provides a description of science teacher education policy in Canada and the USA. We focus on qualifications and procedures to obtain an initial teaching license, requirements for license renewal, and trends in our respective countries. In both countries, science teacher education is the responsibility of the province or state, rather…
Descriptors: Science Teachers, Teacher Education, Educational Policy, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Cofré, Hernán; González-Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; Furman, Melina; Podesta, María E.; Camacho, Johanna; Gallego, Rómulo; Pérez, Royman – Journal of Science Teacher Education, 2015
In this review, the main characteristics of science teacher education in three countries in South America, namely Argentina, Chile and Colombia, are examined. Although reforms toward constructivist and inquiry-based teaching in science instruction have been made in each of the three reviewed countries, each country demonstrates limitations in the…
Descriptors: Science Teachers, Teacher Education Programs, Foreign Countries, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Santau, Alexandra O.; Maerten-Rivera, Jaime L.; Bovis, Stephanie; Orend, Jacob – Journal of Science Teacher Education, 2014
Since the beginning of the reform movement in science education, there has been concern that elementary teachers lack the science content knowledge (SCK) needed to engage students in authentic scientific inquiry. This study included 19 preservice elementary teachers and examined the development of their SCK within the context of a uniquely…
Descriptors: Elementary School Teachers, Preservice Teachers, Pedagogical Content Knowledge, Methods Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Papadouris, Nicos; Hadjigeorgiou, Angela; Constantinou, Constantinos P. – Journal of Science Teacher Education, 2014
Energy is recognized as a core idea in science and, hence, a significant learning objective of science education. The effective promotion of this learning objective posits that teachers themselves possess sound conceptual understanding. This is needed for enabling them to organize effective learning environments for their students. In this study,…
Descriptors: Preservice Teachers, Elementary School Teachers, Energy Conservation, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G. – Journal of Science Teacher Education, 2014
Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in "The museum experience." Whalesback, Washington, 1992; "Learning from…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Museums, Faculty Development
Previous Page | Next Page »
Pages: 1  |  2  |  3