NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087394
Record Type: Journal
Publication Date: 2016-Jan
Pages: 21
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1571-0068
Teachers' Longitudinal NOS Understanding after Having Completed a Science Teacher Education Program
Herman, Benjamin C.; Clough, Michael P.
International Journal of Science and Mathematics Education, v14 n1 suppl p207-227 Jan 2016
The study reported here investigated experienced teachers' views on several nature of science (NOS) issues 2 to 5 years after they completed a demanding secondary science teacher education program in which the NOS was an extensive and recurring component. Both quantitative and qualitative data were collected and analyzed to determine study participants' NOS understanding. Study participant's NOS views were determined to be generally accurate and robust, suggesting that experiences in their science teacher education program had a long-lasting positive impact on NOS understanding. The preservice program that study participants completed has several unique features that may account for that long-lasting impact and has implications for preservice and inservice science teacher education professional development.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A