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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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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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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
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Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan – Journal of Science Teacher Education, 2015
Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers'…
Descriptors: Science Teachers, Science Instruction, Physics, Earth Science
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Lakin, Joni M.; Wallace, Carolyn S. – Journal of Science Teacher Education, 2015
Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry.…
Descriptors: Middle School Teachers, Science Teachers, Faculty Development, Inquiry
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Schneider, Rebecca M. – Journal of Science Teacher Education, 2013
The development of curriculum materials that are also educative for teachers has been proposed as a strategy to support teachers learning to teach inquiry science. In this study, one seventh-grade teacher used five inquiry science units with varying support for teachers over a two-year period. Teacher journals, interviews, and classroom videotape…
Descriptors: Interviews, Longitudinal Studies, Inservice Teacher Education, Video Technology
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Lotter, Christine; Rushton, Gregory T.; Singer, Jonathan – Journal of Science Teacher Education, 2013
The purpose of this study was to investigate high school teachers' beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer…
Descriptors: Educational Change, Teaching Methods, Inquiry, Qualitative Research
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Capps, Daniel K.; Crawford, Barbara A.; Constas, Mark A. – Journal of Science Teacher Education, 2012
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes…
Descriptors: Teacher Characteristics, Science Teachers, Professional Development, Inquiry
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Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy – Journal of Science Teacher Education, 2012
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to…
Descriptors: Evidence, Preservice Teacher Education, Earth Science, Teaching Methods
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Dietz, Christine M.; Davis, Elizabeth A. – Journal of Science Teacher Education, 2009
Preservice elementary teachers face challenges in learning to teach science. Educative curriculum materials, designed to promote teacher learning, can provide support for overcoming these challenges. The educative curriculum materials used in this study provide narrative vignettes describing a teacher's decision making with regard to lesson plans.…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Methods Courses
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Sherman, Ann; MacDonald, Leo – Journal of Science Teacher Education, 2007
This paper describes a module provided to first year elementary participants in a two-year after-degree Bachelor of Education program. The module was specifically designed to address the fact that pre-service teachers can enter the B.Ed. degree with little or no science knowledge. Science experiences were explicitly incorporated into the B.Ed.…
Descriptors: Elementary School Science, Knowledge Base for Teaching, Science Education, Preservice Teachers
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Weld, Jeffrey; Funk, Lucas – Journal of Science Teacher Education, 2005
Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council.…
Descriptors: Inquiry, Biology, Course Content, Preservice Teachers
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Luera, Gail R.; Otto, Charlotte A. – Journal of Science Teacher Education, 2005
The National Science Education Standards (National Research Council 1996, "National science education standards." Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper…
Descriptors: Program Evaluation, Program Development, Inquiry, Elementary School Science