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Direct linkEdelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
Tasker, Tammy Q.; Herrenkohl, Leslie Rupert – Journal of Science Teacher Education, 2016
This article examines a 7th grade teacher's pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of…
Descriptors: Feedback (Response), Peer Evaluation, Scientific Methodology, Inquiry
Rees, Carol; Pardo, Richard; Parker, Jennifer – Journal of Science Teacher Education, 2013
This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1-9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of…
Descriptors: Preservice Teachers, Practicums, Science Instruction, Inquiry
Capps, Daniel K.; Crawford, Barbara A. – Journal of Science Teacher Education, 2013
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…
Descriptors: Inquiry, Active Learning, Direct Instruction, Science Instruction
Schneider, Rebecca M. – Journal of Science Teacher Education, 2013
The development of curriculum materials that are also educative for teachers has been proposed as a strategy to support teachers learning to teach inquiry science. In this study, one seventh-grade teacher used five inquiry science units with varying support for teachers over a two-year period. Teacher journals, interviews, and classroom videotape…
Descriptors: Interviews, Longitudinal Studies, Inservice Teacher Education, Video Technology
Farland-Smith, Donna – Journal of Science Teacher Education, 2012
At a 5-day summer camp designed for middle-school girls (N = 50), fifth through ninth-grade students were able to identify with individual scientists and learn more about the science field. Data from the girls' journals, pictorial representations, and field notes demonstrated that these young women related to scientists who actively engaged them…
Descriptors: Females, Humor, Scientists, Middle Schools
Bell, Clare Valerie; Odom, Arthur Louis – Journal of Science Teacher Education, 2012
While much is known about K-12 teachers' participation in professional development (PD) on inquiry-based science instruction, how professors facilitate such PD is not as well documented. This reflective, descriptive study documents the pedagogical practices of three professors during a two-week summer PD program on inquiry-based science…
Descriptors: Science Teachers, Elementary Secondary Education, Professional Development, Grade 4
Van Duzor, Andrea Gay – Journal of Science Teacher Education, 2012
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and…
Descriptors: Evidence, Chemistry, Educational Change, Professional Development
Sinclair, Becky Barton; Naizer, Gilbert; Ledbetter, Cynthia – Journal of Science Teacher Education, 2011
The purpose of this study was to assess the impact of a teacher professional development program on the classroom teaching practices of the participants. This particular professional development program included an intensive summer institute, 8 monthly follow-up sessions, informal participant-professor mentoring and peer networking. The majority…
Descriptors: Rural Schools, Self Efficacy, Program Effectiveness, Grade 4
Peters, Erin E. – Journal of Science Teacher Education, 2010
In this case study, an exemplary seventh grade science teacher's beliefs, planning decisions, implementation, and student reactions to her student-centered methods were examined over a 4-week unit on genetics. This situation was unique because the teacher was new to the profession and her students had no prior experience with student-centered…
Descriptors: Genetics, Science Teachers, Grade 7, Teacher Educators
Yilmaz-Tuzun, Ozgul; Topcu, Mustafa Sami – Journal of Science Teacher Education, 2010
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students' perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626…
Descriptors: Constructivism (Learning), Elementary School Students, Factor Structure, Metacognition
Yoon, Susan; Pedretti, Erminia; Pedretti, Larry; Hewitt, Jim; Perris, Kirk; Van Oostveen, Roland – Journal of Science Teacher Education, 2006
In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the…
Descriptors: Case Method (Teaching Technique), Preservice Teachers, Self Efficacy, Science Instruction
Lewthwaite, Brian – Journal of Science Teacher Education, 2005
The purpose of this study was to monitor the development of teacher personal attribute and school environmental factors at an urban intermediate (years 7 and 8) school in New Zealand as a result of an extended science professional development intervention project. Over a 2-year period, a validated, comprehensive science curriculum delivery…
Descriptors: Foreign Countries, Professional Development, Science Curriculum, Data Collection
