ERIC Number: EJ1038960
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 40
Association between Experienced Teachers' NOS Implementation and Reform-Based Practices
Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K.
Journal of Science Teacher Education, v24 n7 p1077-1102 Nov 2013
The assertion that general reform-based science teaching practices (GRBSTPs) can facilitate nature of science (NOS) instruction has been mentioned in the literature, but rigorous and transparent empirical substantiation for this claim has not been made. This investigation empirically demonstrates an association between thirteen experienced teachers' NOS implementation practices and their GRBSTPs. While effectively implementing GRBSTPs does not ensure the NOS will be taught, the findings show that these practices are associated with high levels of NOS instruction. In this study, teachers who implemented higher levels of reform-based practices were also observed to enact more instances of planned and spontaneous effective NOS instruction. Furthermore, these teachers were more likely to recognize and capitalize on NOS teaching opportunities when they unexpectedly arose in the context of their GRBSTPs. Just as NOS understanding must be assessed when determining factors associated with teachers' NOS implementation, teachers' GRBSTPs should also be empirically and transparently established to ensure they do not mask or confound other factors associated with NOS implementation.
Descriptors: Experienced Teachers, Educational Practices, Scientific Principles, Science Instruction, Program Implementation, Instructional Innovation, Investigations, Classroom Observation Techniques, Instructional Effectiveness, Performance Factors, Teaching Methods, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A