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Showing 76 to 90 of 773 results Save | Export
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Arias, Anna Maria; Smith, P. Sean; Davis, Elizabeth A.; Marino, John-Carlos; Palincsar, Annemarie S. – Journal of Science Teacher Education, 2017
Educative curriculum materials present a promising mechanism for promoting more ambitious science teaching in elementary classrooms, including engaging students in science practices. Integrating science practices with science content is emphasized in new education reforms. Elementary teachers, however, face challenges in engaging children in…
Descriptors: Prediction, Instructional Materials, Learner Engagement, Inservice Teacher Education
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Loper, Suzanna; McNeill, Katherine L.; González-Howard, María – Journal of Science Teacher Education, 2017
In this article, we describe the development process for designing multimedia educative curriculum materials (MECMs) focused on supporting teachers in argumentation. We also describe results from a study with 46 teachers. We were interested in whether teachers' backgrounds or characteristics of the MECMs impacted MECM use. Overall, 89% of the…
Descriptors: Multimedia Materials, Instructional Materials, Middle School Teachers, Science Teachers
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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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Heredia, Sara C.; Yu, Julie H. – Journal of Science Teacher Education, 2017
Teacher induction programs are an important investment in supporting novice teacher development and retention in the classroom. Effective induction support for beginning science teachers should address content-specific understanding and needs that are differentiated from other subjects. Informal science institutions that have unique resources…
Descriptors: Science Education, Informal Education, Science Teachers, Teacher Orientation
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Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda – Journal of Science Teacher Education, 2017
Teacher professional development (PD) is central to the realization of the current reform efforts in science education. In this qualitative study, we investigated how educative curriculum materials supported middle school science teachers' learning within the context of a comprehensive PD program focused on the enactment of a reform-based science…
Descriptors: Faculty Development, Middle School Teachers, Science Teachers, Science Curriculum
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Lyon, Edward G. – Journal of Science Teacher Education, 2017
This study explored the enactment of formative assessment practices in 89 observed lessons across 15 middle and high school science teachers before and after they participated in workshops that coalesced around formative assessment, teaching science to English learners (ELs), and integrating Next Generation Science Standards with Common Core…
Descriptors: Science Instruction, English Language Learners, Formative Evaluation, 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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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
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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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Kademian, Sylvie M.; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan – Journal of Science Teacher Education, 2017
The purpose of this study was to determine how elementary teachers used scientific language during a whole-class discussion to describe 3 biological phenomena (interactions, dependent relationships, and interdependent relationships) with and without educative curricula. Findings revealed that the ways in which the 6 teachers enacted the discussion…
Descriptors: Elementary School Teachers, Science Teachers, Elementary School Science, Instructional Materials
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Bailie, Addisu Leyew – Journal of Science Teacher Education, 2017
As teachers are being viewed as critical agents of educational change, conceptions and approaches of how to prepare teachers are changing. Among these changing conceptions of teacher preparation, the kinds of knowledge prospective teachers need to develop so as to be effective at teaching are often at the center of the debates. Pedagogical content…
Descriptors: Preservice Teachers, Preservice Teacher Education, Secondary School Teachers, Science Teachers
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Dailey, Debbie; Robinson, Ann – Journal of Science Teacher Education, 2017
Few research studies have examined postintervention data from professional development interventions on science teaching and learning. Given the limited research, it is recommended that more studies examine the lasting effects of science professional development on teachers and students. The purpose of this current study was to examine the…
Descriptors: Elementary School Teachers, Science Instruction, Teacher Attitudes, Science Teachers
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Whitworth, Brooke A.; Bell, Randy L.; Maeng, Jennifer L.; Gonczi, Amanda L. – Journal of Science Teacher Education, 2017
We investigated changes in district science coordinators' understandings and practices following their participation in a statewide professional development (PD). Participants included 13 male and 34 female science coordinators from 42 different school districts in Virginia. Data included presurvey, postsurvey, and delayed postsurvey responses;…
Descriptors: Faculty Development, Science Teachers, Coordinators, School Districts
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Pantidos, Panagiotis – Journal of Science Teacher Education, 2017
This article attempts to connect the material world of the science classroom, expressed in inscriptions, speech, and corporeal forms, and the world of meaning. Imaginative thinking is the key mechanism that will bridge the gap between the 2 worlds. Various types of texts can be used as narrative vehicles for scientific concepts. This article…
Descriptors: Science Instruction, Teaching Methods, Semiotics, Creative Thinking
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de Vocht, Miikka; Laherto, Antti; Parchmann, Ilka – Journal of Science Teacher Education, 2017
The European Union pushes science education to orient toward the concept of Responsible Research and Innovation (RRI; i.e., socially and ethically sensitive and inclusive processes of science and technology). Schools should further understanding on how science interacts with society and increase students' engagement in science. This exploratory…
Descriptors: Teacher Attitudes, Science Instruction, Faculty Development, Foreign Countries
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