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Showing 1 to 15 of 46 results Save | Export
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Mawyer, Kirsten K. N.; Johnson, Heather J. – Journal of Science Teacher Education, 2019
Educational reform needs to address the role of literacy in science if there is to be any hope of achieving the goal of literacy for all U.S. students. For reading to play a more prominent role in secondary science, teacher education programs need to develop and offer courses that familiarize preservice science teachers with disciplinary literacy.…
Descriptors: Reading Strategies, Scientific Literacy, Secondary School Teachers, Preservice Teachers
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Ogodo, Justina A. – Journal of Science Teacher Education, 2019
Many high school classrooms in the United States have physics teachers who are teaching the subject outside their certified content areas because of a severe shortage of physics teachers. There is a critical need to improve the knowledge base of these out-of-field teachers. This comparative case study examined the instructional practice of…
Descriptors: Advanced Placement, Physics, High School Teachers, Secondary School Science
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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
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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
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Feille, Kelly K.; Nettles, Jenesta R.; Weinburgh, Molly H. – Journal of Science Teacher Education, 2018
Although much research has examined the professional development (PD) of science teachers, questions remain about what aspects of PD contribute to teacher change. It is important to continue to examine the nuanced ways in which PD can support in-service science teachers as they seek to hone their craft. This study used silhouettes constructed from…
Descriptors: Science Teachers, Faculty Development, Educational Needs, Needs Assessment
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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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Dajani, Majida "Mohammed Yousef" – Journal of Science Teacher Education, 2017
This qualitative interpretive study aimed to explore the use of content-based story writing as an educative curriculum to promote science teachers' professional learning. It also aimed to help teachers interact and reflect on their students' science stories to generate and explore content and pedagogical content knowledge. This study was carried…
Descriptors: Elementary School Students, Science Instruction, Foreign Countries, Video Technology
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Nilsson, Pernilla; Elm, Annika – Journal of Science Teacher Education, 2017
During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogical content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of…
Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Science Instruction, Science Activities
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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
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Hestness, Emily; McGinnis, J. Randy; Breslyn, Wayne; McDonald, R. Christopher; Mouza, Chrystalla – Journal of Science Teacher Education, 2017
In the context of a weeklong summer professional development program focused on climate change education, we conducted a qualitative case study investigating how science educators' understandings of learning progressions (LPs) informed their ideas about climate change teaching practice. Participants (N = 27) in the Climate Academy were middle…
Descriptors: Science Teachers, Teacher Attitudes, Climate, Faculty Development
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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
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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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Juhler, Martin Vogt – Journal of Science Teacher Education, 2016
Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics…
Descriptors: Lesson Plans, Physics, Science Education, Field 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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