NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 110 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Thompson, Stephen L.; Emmer, Ed – Journal of Science Teacher Education, 2019
This exploratory case study centered on 3 beginning elementary science teachers who experienced variations in practice-based instructional approaches within their elementary teacher development sequence. We define "practice-based instructional approaches" as engaging with teaching approximations that occur in authentic classroom settings…
Descriptors: Methods Courses, Science Instruction, Science Teachers, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Lau, Matty; Sikorski, Tiffany-Rose – Journal of Science Teacher Education, 2018
Science museums are increasingly being recognized as sites for teacher education. In museums, teachers can develop content knowledge, learn new instructional approaches, gain confidence in teaching science, and develop ideas for how to use museum resources in their classrooms. Despite these reported benefits, little is known about the specific…
Descriptors: Science Instruction, Museums, Teacher Education, Epistemology
Peer reviewed Peer reviewed
Direct linkDirect link
Underwood, Janice Bell; Mensah, Felicia Moore – Journal of Science Teacher Education, 2018
Science teacher educators (STEs) openly suggest that kindergarten-Grade 12 teachers must be prepared to teach all students, especially diverse learners, who may be marginalized in and by science; however, how STEs prepare preservice teachers to engage and empower diverse students in science teacher education needs further research. Therefore,…
Descriptors: Teacher Educators, Teacher Attitudes, Culturally Relevant Education, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Tallman, Karen A.; Feldman, Allan – Journal of Science Teacher Education, 2016
This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory-practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their…
Descriptors: Clubs, Science Instruction, Preservice Teachers, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Barnett, Ellen; Friedrichsen, Patricia J. – Journal of Science Teacher Education, 2015
Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and "how" mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the…
Descriptors: Mentors, Genetics, Science Education, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Enshan; Liu, Cheng; Wang, Jian – Journal of Science Teacher Education, 2015
The purpose of this article was to present an overview of pre-service science teacher preparation in China, which is heavily influenced by Chinese tradition, Confucianism, and rapid social and economic development. The policies, science teacher education systems and related programs jointly contribute to producing enough science teachers for…
Descriptors: Foreign Countries, Preservice Teachers, Science Teachers, Teacher Education
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
Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid – Journal of Science Teacher Education, 2015
What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…
Descriptors: Preservice Teachers, Biology, Pedagogical Content Knowledge, Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Avraamidou, Lucy – Journal of Science Teacher Education, 2014
Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher…
Descriptors: Educational Change, Science Instruction, Elementary School Teachers, Teacher Education
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
Kahn, Sami; Lewis, Anna R. – Journal of Science Teacher Education, 2014
Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess…
Descriptors: Teacher Attitudes, Science Instruction, Teacher Education, Standardized Tests
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Osborne, Jonathan – Journal of Science Teacher Education, 2014
This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of…
Descriptors: Educational Change, Science Instruction, State Standards, Elementary Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Smart, Julie B.; Marshall, Jeff C. – Journal of Science Teacher Education, 2013
Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…
Descriptors: Teaching Methods, Science Education, Classroom Observation Techniques, Computer Uses in Education
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8