The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the…

The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory and a traditional science classroom on elementary students' motivation and learning strategy use. The Constructivist Teaching Inventory was used to examine classroom contextual factors. The Motivated Strategies for…

The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists' practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Environment Survey (paper presented at the annual meeting…

Identifies the factors influencing K-12 science teachers' implementation of constructivism in their classrooms. Specifically examines the implementation of five subcomponents of constructivism: personal relevance, critical voice, scientific uncertainty, shared control, and student negotiation. Also assesses the relationship between these belief…

Examines three questions: (1) What are science teachers' belief-based affects concerning the implementation of thematic instruction in the classroom; (2) Do teachers' belief-based affects influence their intent to implement thematic instruction; and (3) Are there any relationships between demographic variables and model variables? (SAH)

Explains the relationship between middle school practices and teachers' self-efficacy beliefs. Studies the differences in science teacher efficacy and outcome expectancy, and compares teachers' self efficacy levels in middle and junior high schools. (Contains 57 references.) (YDS)

Examines the effects of using concept-mapping activities in a physical science class for elementary science teachers on physical science achievement, self-efficacy, and anxiety toward learning and teaching physical science. Discusses implications for teacher education. Contains 54 references. (WRM)

Reviews research and practice related to science-technology-society (STS) instruction. Focuses on STS-related instruments that reveal teacher and student beliefs about STS issues and teacher actions that result from those beliefs. Contains 58 references. (DDR)

Examines three questions about science teachers' beliefs regarding the necessity of science reform strands, teachers' perceptions of the implementation of reform strands in their classrooms, and how teachers' beliefs relate to their perceived implementation of reform efforts. Contains 43 references. (DDR)

The purpose of this study is to substantiate the construct of science teacher self-efficacy with qualitative data and further investigate the validity of the science teacher self-efficacy Likert instrument. Results suggest that self-efficacy is a feasible construct for examining student beliefs and behaviors in science education. (LZ)