The role of emotion during learning encounters in science teacher education is under-researched and under-theorized. In this case study, we explore the emotional climates (ECs), that is, the collective states of emotional arousal, of a preservice secondary science education class to illuminate practice for producing and reproducing high quality…

Teachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations…

In this article, we explore the roles of student researchers as they have emerged over 5 years of studies on the teaching and learning of science in urban high schools. These studies incorporate sociocultural theory in an approach to research that explores the capital that urban students bring to school and situates student researchers as active…

How do new teachers become confident and competent while they are interns in inner-city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum.…

This study investigated whole class interactions in 200 science lessons involving 15 teachers and students from grades 8 to 12 in two urban Australian high schools. A relatively small number of 3-7 "target students" monopolized whole class interactions. In most instances target students were male. Compared to others in the class, target students…

Presents a model of collective teaching and learning as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. Articulates coteaching/cogenerative dialoguing in terms of activity theory and the associated first-person research methodology that has been developed as a method for…

Presents a study that took place in an inner-city neighborhood school populated mainly by African American students characterized by poverty. Explores the discourse and practices of students and three co-teachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and…

Proposes coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Includes an ethnography describing the experiences of a new teacher assigned to an urban high school in which a curriculum culturally relevant to African American students was enacted. (Author/MM)

Investigates how discursive practices in a physics class were constrained by social forces associated with the larger context. Reports that in addition to constructivism, belief sets that shaped the enacted curriculum related to time, content coverage, and examinations. Provides examples of students accepting the viability of scientific claims…

Uses videotaped lectures and interviews to understand lectures in a physics course for prospective elementary teachers. Reports that the professor staged Aristotle, natural philosophy, and students' observations and intuitive knowledge in opposition to Galileo, controlled experiments, and mathematical inscriptions. Concludes that this form of…

Investigates Chinese-Australian students learning of chemistry. Reports that despite students' efforts to learn chemistry with understanding, difficulties in speaking and writing English were factors that limited performance. Suggests that learning can be facilitated when Limited English Proficiency students are provided with opportunities to…

Investigates specific strategies and activities used by two chemistry teachers to enhance student understanding of chemistry at the 11th- and 12fth-grade levels. Discusses teacher characteristics, class activities, classroom management, and monitoring for understanding. (YP)

Investigates factors associated with endeavors to improve science teaching. Two coaching models used by science educators and by peer teachers were used over a period of six months. Neither program was successful. Five assertions emerged from interviews and observation data. Major impediments were beliefs about teaching and poor science knowledge.…

Investigated changes that occurred in sixth- and seventh-grade teacher and student discourse when teachers endeavored to implement extended teacher wait-time in a sequence of seven lessons related to probabilistic reasoning. Results indicated that teacher wait-time increased from an average of 1.9 to 4.4 seconds during the lesson sequence. (JN)

Examined relationships between teaching behaviors and student engagement in 13 middle school science classes. Results indicated that seven managerial variables and four instructional variables were significantly related to student engagement rates. Types of tasks allocated by teachers were also significantly related to types of tasks undertaken by…