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Direct linkKhourey-Bowers, Claudia – Science Teacher, 2011
Conceptual change instruction recognizes that students bring personal, or naive, conceptions to the classroom, which they use to explain their world, interpret situations, and create meaning (Driver et al. 2007). But what happens when students' personal conceptions are inconsistent with experts' views of scientific knowledge? Even after direct…
Descriptors: Learning Strategies, Active Learning, Concept Formation, Knowledge Level
Khourey-Bowers, Claudia; Simonis, Doris G. – Journal of Science Teacher Education, 2004
The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…
Descriptors: Longitudinal Studies, Middle Schools, Chemistry, Science Instruction
Khourey-Bowers, Claudia; Dinko, Richard L.; Hart, Raymond G. – Journal of Research in Science Teaching, 2005
The purpose of this study was to assess the effectiveness of a Local Systemic Change (LSC) initiative (N = 216) at Year 2 in a 5-year plan. Key questions were: What is the extent of school and teacher involvement?; What is the impact on teacher preparedness, attitudes, and beliefs?; and What is the extent of institutionalization? The model of…
Descriptors: Teacher Surveys, Collegiality, School Culture, Faculty Development
