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…

Outlines science education reform recommendations and discusses the important role of teachers in the school change process, research on science teaching, role of teacher beliefs in classroom practice, and teacher needs assessments. Uses ideas from teacher training literature to develop a framework of teacher professional development to assist…

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: (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)