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Direct linkE. Adah Miller; L. Berland; T. Campbell – Journal of Science Teacher Education, 2024
There is an urgent call for science and STEM teachers to incorporate practices for equity-centered environments, social justice-orientations, criticality and other practices that promote system change. Yet this demand occurs against the backdrop marginalization of teachers' from having a say in the planning, teaching, and assessments in their own…
Descriptors: Science Teachers, STEM Education, Teachers, Equal Education
Pleasants, Jacob – Journal of Science Teacher Education, 2023
Recent science education reforms emphasize the goal of developing students' science and engineering practices. To foreground those practices during science instruction, teachers need conceptual tools to guide their instructional decision-making. In this conceptual paper, I propose that thinking about science and engineering activities as educative…
Descriptors: Science Education, Educational Change, Decision Making, Engineering Education
Souza, Vanessa M.; Bonifácio, V.; Rodrigues, A. V. – Journal of Science Teacher Education, 2023
School visits to science museums are recognized educational resources that provide students with unique learning experiences, if teachers intentionally plan these. Surprisingly one finds that investigations analyzing teachers adopted practices by systematic monitoring, without researcher intervention, are almost non-existent in the literature. We…
Descriptors: Foreign Countries, Field Trips, Science Teaching Centers, Museums
Morton, Terrell R.; Miles, Monica L.; Roby, ReAnna S.; Ortiz, Nickolaus A. – Journal of Science Teacher Education, 2022
This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black…
Descriptors: Science Education, Elementary Secondary Education, Blacks, African Americans
Forsythe, Michelle E.; Criswell, Brett A.; Arias, Anna Maria; Ellis, Joshua A.; Escalada, Lawrence; Johnson, Heather J.; Palmeri, Amy B.; Riccio, Jessica; Parker, Margaret E. – Journal of Science Teacher Education, 2022
Engaging preservice teachers in the analysis of videos of teaching has become a widely-used and highly-regarded approach within teacher preparation. This approach has become even more pronounced in the wake of COVID-19. Despite the myriad ways that video can support teacher preparation, uncertainties remain regarding how to design and facilitate…
Descriptors: Video Technology, Science Instruction, Science Teachers, Teaching Methods
Nordine, Jeffrey; Sorge, Stefan; Delen, Ibrahim; Evans, Robert; Juuti, Kalle; Lavonen, Jari; Nilsson, Pernilla; Ropohl, Mathias; Stadler, Matthias – Journal of Science Teacher Education, 2021
Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons.…
Descriptors: Science Instruction, Teaching Methods, Educational Change, Science Teachers
Edelson, 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
Reiser, Brian J.; Novak, Michael; McGill, Tara A. W.; Penuel, William R. – Journal of Science Teacher Education, 2021
The vision of the Framework and NGSS requires important shifts in teaching approaches and instructional materials. We argue that this commitment to engaging learners in meaningful practice and supporting students' epistemic agency entails that we support "coherence from the students' perspective." This coherence arises when students see…
Descriptors: Standards, Science Instruction, Teaching Methods, Story Telling
Haas, Alison; Januszyk, Rita; Grapin, Scott E.; Goggins, Marcelle; Llosa, Lorena; Lee, Okhee – Journal of Science Teacher Education, 2021
The adoption of "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) across the U.S. requires that the field of science education develops high-quality instructional materials. This need is particularly urgent as schools and districts are expected to design or adapt instructional materials for an…
Descriptors: Instructional Materials, Material Development, Academic Standards, Alignment (Education)
Lee, Okhee; Campbell, Todd – Journal of Science Teacher Education, 2020
The COVID-19 pandemic is a historic global event that has extended to all parts of society and shaken the core of what we know and how we live. During this pandemic, the work of STEM professionals has taken center stage. Through our close observations of how the events of the pandemic have been unfolding across the globe, we propose an…
Descriptors: COVID-19, Pandemics, Science Teachers, Science Education
Scharfenberg, Franz-Josef; Bogner, Franz X. – Journal of Science Teacher Education, 2019
To meet the requirements of students' cooperative learning, our quasi-experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might develop more adequate tutor-student interactions during students' experimentation. Applying the assignment-assistance tutoring model, we…
Descriptors: Role Playing, Tutoring, Preservice Teacher Education, Preservice Teachers
Luft, Julie A.; Whitworth, Brooke A.; Berry, Amanda; Navy, Shannon; Kind, Vanessa – Journal of Science Teacher Education, 2019
Science teacher professional development is complex. Phases in a teacher's career necessitate different professional learning opportunities. Furthermore, knowledge bases, practices, and attributes need to be cultivated during these times. For science teachers, it is not always evident how to link professional learning opportunities progressively…
Descriptors: Science Education, Teacher Educators, Science Teachers, Transformative Learning
Spatz, Verena; Wilhelm, Thomas; Hopf, Martin; Waltner, Christine; Wiesner, Hartmut – Journal of Science Teacher Education, 2019
The project described here was aimed at developing and evaluating a novel curriculum with corresponding instructional materials for middle school students on an introduction to Newtonian mechanics, based on physics education research findings. A case study showed that teachers who attended a half-day workshop on the curriculum subsequently enacted…
Descriptors: Physics, Science Instruction, Faculty Development, Curriculum Development
Pantidos, Panagiotis – Journal of Science Teacher Education, 2017
This article attempts to connect the material world of the science classroom, expressed in inscriptions, speech, and corporeal forms, and the world of meaning. Imaginative thinking is the key mechanism that will bridge the gap between the 2 worlds. Various types of texts can be used as narrative vehicles for scientific concepts. This article…
Descriptors: Science Instruction, Teaching Methods, Semiotics, Creative Thinking
Shane, Joseph W.; Binns, Ian C.; Meadows, Lee; Hermann, Ronald S.; Benus, Matthew J. – Journal of Science Teacher Education, 2016
Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science-religion…
Descriptors: Science Education, Religion Studies, Fused Curriculum, Evolution
