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Showing 1 to 15 of 86 results Save | Export
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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
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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
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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
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Kahn, Sami; Zeidler, Dana L. – Journal of Science Teacher Education, 2016
Functional scientific literacy demands an informed citizenry capable of negotiating controversial socioscientific issues (SSI). Perspective taking is critical to SSI implementation as it enables understanding of the diverse cognitive and emotional perspectives of others. Science teacher educators must therefore facilitate teachers' promotion of…
Descriptors: Scientific Literacy, Science and Society, Perspective Taking, Science Education
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Ogunniyi, M. B.; Rollnick, Marissa – Journal of Science Teacher Education, 2015
Since the independence era in the 1950s and 1960s, many African countries have recognised the important role that science plays in the socio-economic development of any country. As a result, various African governments have enacted policies and allocated a large proportion of their gross national product to the science and science education sector…
Descriptors: Foreign Countries, Science Education, Role, Economic Development
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Bybee, Rodger W. – Journal of Science Teacher Education, 2014
This article centers on the "Next Generation Science Standards" (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts--interconnecting science and engineering…
Descriptors: Science Teachers, Science Education, State Standards, Undergraduate Students
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Krajcik, Joseph; Codere, Susan; Dahsah, Chanyah; Bayer, Renee; Mun, Kongju – Journal of Science Teacher Education, 2014
The National Research Council's "Framework for K-12 Science Education" and the Next Generation Science Standards ("NGSS Lead States in Next Generation Science Standards: For states, by states." The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of…
Descriptors: Science Education, Standards, Engineering, Guidelines
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Veal, William R.; Allan, Elizabeth – Journal of Science Teacher Education, 2014
The purpose of this article is to present the new National Science Teachers Association-Standards for Science Teacher Preparation (NSTA-SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards…
Descriptors: Science Education, Academic Standards, Teacher Associations, Teacher Education Programs
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Otto, Charlotte A.; Everett, Susan A. – Journal of Science Teacher Education, 2013
This paper describes the use of a three-circle Venn diagram as a vehicle for introducing pre-service elementary teachers to pedagogical content knowledge (PCK). Each circle of the diagram represents pedagogy, content and context individually. The overlap of any two circles represents the interaction between the circles. For example, the overlap of…
Descriptors: Educational Strategies, Instructional Materials, Elementary School Teachers, Pedagogical Content Knowledge
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Shen, Ji; Jackson, David F. – Journal of Science Teacher Education, 2013
Measurement is an essential skill that students need to develop in both mathematics and science classes. However, many students only develop very superficial understanding regarding the nature of measurement. Building upon modeling-based work, we construct a framework that views measurement as a complex set of knowledge and skills one can use to…
Descriptors: Science Teachers, Preservice Teachers, Preservice Teacher Education, Middle School Teachers
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Ford, Danielle J.; Fifield, Steve; Madsen, John; Qian, Xiaoyu – Journal of Science Teacher Education, 2013
We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers' developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The…
Descriptors: Inquiry, Interdisciplinary Approach, Preservice Teacher Education, Elementary School Curriculum
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Eick, Charles J.; Stewart, Bethany – Journal of Science Teacher Education, 2010
Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs…
Descriptors: Student Teaching, Methods Courses, Teacher Education Curriculum, Knowledge Base for Teaching
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Wagler, Ron – Journal of Science Teacher Education, 2010
The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of…
Descriptors: Preservice Teachers, Science Instruction, Science Education, Inquiry
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Eick, Charles J. – Journal of Science Teacher Education, 2009
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on the select application of National Science Teachers Association's National Standards for Science Teacher Preparation. Methods students completed a resume, an interview on pedagogical preferences, and a learning styles survey…
Descriptors: Self Concept, Reflection, Teacher Characteristics, Biographies
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Abell, Sandra K.; Rogers, Meredith A. Park; Hanuscin, Deborah L.; Lee, Michele H.; Gagnon, Mark J. – Journal of Science Teacher Education, 2009
Science education doctoral programs often fail to address a critical piece--the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the…
Descriptors: Doctoral Programs, Science Teachers, Pedagogical Content Knowledge, Teacher Educators
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