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Knigh-Bardsley Amanda; McNeill, Katherine L. – Science Education, 2016
Despite being identified as an essential scientific practice, argumentation is rarely integrated into instruction. This could be influenced by teachers' pedagogical design capacity (PDC), which considers teaching as a design activity influenced by both instructional resources (such as tools and professional development (PD)) and teacher resources…
Descriptors: Instructional Design, Science Process Skills, Persuasive Discourse, Science Education
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Enderle, Patrick; Dentzau, Michael; Roseler, Katrina; Southerland, Sherry; Granger, Ellen; Hughes, Roxanne; Golden, Barry; Saka, Yavuz – Science Education, 2014
Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Desimone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers' beliefs and…
Descriptors: Teacher Researchers, Elementary School Teachers, Middle School Teachers, High Schools
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Allen, Lauren B.; Crowley, Kevin J. – Science Education, 2014
Educators in informal settings can be a key part of the learning experience, yet they are often poorly supported as professionals. This study followed the professional development of museum educators who participated in iterative implementation of a new school trip program focused on climate change. The learner-centered pedagogy, inquiry format,…
Descriptors: Museums, Science Teachers, Faculty Development, Field Trips
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Taylor, Amy R.; Jones, M. Gail; Broadwell, Bethany; Oppewal, Tom – Science Education, 2008
Although there have been numerous studies that indicate the benefits of teachers and students working with scientists, there is little research that documents scientists' views of science education, science teacher preparation, and the goals of science education. Furthermore, little is known about how scientists' views of science education may…
Descriptors: Creativity, Critical Thinking, Science Teachers, Accountability
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Watanabe, Maika; Nunes, Nicole; Mebane, Sheryl; Scalise, Kathleen; Claesgens, Jennifer – Science Education, 2007
Within the already limited literature on instructional practices in detracked classrooms, there are even fewer research-based studies of detracked science classrooms. This article attempts to address this gap in the research literature, delving into the unique challenges and instructional responses to teaching detracked science. The authors report…
Descriptors: Teaching Methods, Study Skills, Chemistry, Track System (Education)
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Enyedy, Noel; Goldberg, Jennifer; Welsh, Kate Muir – Science Education, 2006
Identity is a complex construct, yet extremely important if we wish to understand the practice of teaching as a profession. In this paper, we examine the ways two middle school teachers talk about their identity and teaching practices and coordinate these self-reports with our own observations of how they implement a new environmental science…
Descriptors: Middle School Teachers, Teaching Methods, Classrooms, Science Curriculum
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Eick, Charles; Dias, Michael – Science Education, 2005
Secondary science methods students' thinking on coteaching practice was studied for the development of conscious elements of practical teacher knowledge supporting the use of structured inquiry. Reflective dialogue on practice in an electronic forum was analyzed for elements of formal learning and biography (past and present) that informed…
Descriptors: Secondary School Science, Secondary School Students, Teaching Methods, Inquiry
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Shireen Desouza, Josephine M.; Boone, William J.; Yilmaz, Ozgul – Science Education, 2004
Elementary and middle school teachers in urban schools in India provided responses to the science efficacy instrument (STEBI-A). These responses were evaluated using Rasch analysis and parametric tests. Rasch fit statistics and person-item maps were evaluated. It was found that the instrument worked well for the two groups of teachers, but the…
Descriptors: Foreign Countries, Teaching Experience, Urban Schools, Science Curriculum