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Boone, William J.; Townsend, J. Scott; Staver, John R. – Science Education, 2016
When collecting data, science education researchers frequently have multiple respondents evaluate multiple artifacts using multiple criteria. Herein, the authors introduce Multifaceted Rasch Measurement (MFRM) analysis and explain why MFRM must be used when "judges'" data are collected. The authors use data from elementary science…
Descriptors: Evaluation Methods, Elementary School Science, Methods Courses, Preservice Teacher Education
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Parker, Joan; Heywood, David – Science Education, 2013
Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…
Descriptors: Preservice Teacher Education, Science Teachers, Elementary School Teachers, Reflection
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Gyllenpalm, Jakob; Wickman, Per-Olof – Science Education, 2011
This article examines the use and role of the term "experiment" in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well-known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective…
Descriptors: Teacher Education, Scientific Research, Research Methodology, Educational Objectives
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Mikeska, Jamie N.; Anderson, Charles W.; Schwarz, Christina V. – Science Education, 2009
The elementary science teacher educators in this article set recognize the challenges that new science teachers face when they enter classrooms. They have developed frameworks and strategies aimed at helping the preservice teachers with whom they work become "well-started beginners" who are ready to address problems of science teaching. To do so,…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Science Teachers
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Zembal-Saul, Carla – Science Education, 2009
New views of proficiency in K-8 science that highlight the importance of engaging children in the discourses and practices of science have raised the stakes for elementary teachers and the teacher educators who prepare them. In this paper, a framework for teaching science as argument is presented. The framework is advanced as a means of addressing…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Rhetoric
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Schwarz, Christina – Science Education, 2009
Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around…
Descriptors: Preservice Teacher Education, Preservice Teachers, Educational Technology, Science Teachers
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Davis, Elizabeth A.; Smithey, Julie – Science Education, 2009
We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiry-oriented science teaching, using science curriculum materials effectively, and anticipating…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Methods Courses
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Windschitl, Mark; Thompson, Jessica; Braaten, Melissa – Science Education, 2008
One hundred years after its conception, the scientific method continues to reinforce a kind of cultural lore about what it means to participate in inquiry. As commonly implemented in venues ranging from middle school classrooms to undergraduate laboratories, it emphasizes the testing of predictions rather than ideas, focuses learners on material…
Descriptors: Teaching Methods, Scientific Methodology, Scientific Principles, Science Laboratories
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Davis, Elizabeth A. – Science Education, 2006
Science teachers must adapt curriculum materials, so preservice teachers must develop beginning proficiency with this authentic task of teaching. What criteria do they use when they critique these materials in preparation for adapting them, when they develop the criteria themselves and when they are given a set of criteria from which to choose?…
Descriptors: Teaching Methods, Student Interests, Instructional Materials, Criteria