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Park Rogers, Meredith A.; Abell, Sandra K.; Marra, Rose M.; Arbaugh, Fran; Hutchins, Kristen L.; Cole, James S. – Journal of Science Teacher Education, 2010
Just as individual teachers have orientations to teaching and learning science that influence their practice, we assert that professional development (PD) projects also have an orientation that guides the design and implementation of the entire project; a construct we term "PD Project Orientation". The purpose of this study was to validate the…
Descriptors: Evaluators, Science Teachers, Professional Development, Science Education
Abell, Sandra K.; Rogers, Meredith A. Park; Hanuscin, Deborah L.; Lee, Michele H.; Gagnon, Mark J. – Journal of Science Teacher Education, 2009
Science education doctoral programs often fail to address a critical piece--the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the…
Descriptors: Doctoral Programs, Science Teachers, Pedagogical Content Knowledge, Teacher Educators
Peer reviewed
Abell, Sandra K. – Journal of Science Teacher Education, 1992
Describes the use of the reading reaction sheet as a strategy to help methods students construct meaning about science teaching and learning. This strategy illustrates the integration of reading, writing, and science education and its application to classroom practice. (PR)
Descriptors: Content Area Reading, Education Courses, Education Majors, Elementary School Science
Peer reviewed
Abell, Sandra K.; Bryan, Lynn A. – Journal of Science Teacher Education, 1997
Compares the way preservice elementary teachers build knowledge and beliefs to the way learners build science knowledge. Describes a reconceptualization of an elementary science methods course consistent with this assumption about science teaching. Contains 22 references. (DDR)
Descriptors: College Curriculum, Educational Change, Elementary Education, Elementary School Science
Newman, William J., Jr.; Abell, Sandra K.; Hubbard, Paula D.; McDonald, James; Otaala, Justine; Martini, Mariana – Journal of Science Teacher Education, 2004
Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional…
Descriptors: Inquiry, Science Education, Science Instruction, Science Teachers