Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 7 |
Descriptor
Teaching Methods | 3 |
Case Studies | 2 |
Comparative Analysis | 2 |
Curriculum Development | 2 |
Higher Education | 2 |
Inquiry | 2 |
Questionnaires | 2 |
Science Instruction | 2 |
Teacher Attitudes | 2 |
Urban Schools | 2 |
Biological Sciences | 1 |
More ▼ |
Author
Publication Type
Journal Articles | 7 |
Reports - Research | 5 |
Reports - Descriptive | 1 |
Reports - Evaluative | 1 |
Education Level
Higher Education | 4 |
Middle Schools | 2 |
Postsecondary Education | 2 |
Secondary Education | 2 |
Elementary Secondary Education | 1 |
Grade 6 | 1 |
Grade 7 | 1 |
Grade 8 | 1 |
Audience
Teachers | 7 |
Students | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Penuel, William R.; Gallagher, Lawrence P. – Journal of the Learning Sciences, 2009
This study compared the efficacy of 3 approaches to professional development in middle school Earth science organized around the principles of Understanding by Design (Wiggins & McTighe, 1998) in a sample of 53 teachers from a large urban district. Teachers were randomly assigned to a control group or to 1 of 3 conditions that varied with…
Descriptors: Units of Study, Earth Science, Faculty Development, Teacher Competencies
McNeill, Katherine L.; Krajcik, Joseph – Journal of the Learning Sciences, 2009
We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints…
Descriptors: Chemistry, Teaching Methods, Scaffolding (Teaching Technique), Writing Instruction
Montanero, Manuel; Lucero, Manuel – Instructional Science: An International Journal of the Learning Sciences, 2011
In this paper we aim to describe how secondary school teachers explain multicausal historical events. To that end, we recorded and analyzed seven classes on "The discovery and colonization of America". The results show that secondary school teachers do not simply deal with history as a catalog of actions, characters and dates. On the contrary,…
Descriptors: Secondary School Teachers, History Instruction, Recall (Psychology), Memory
Virtanen, Viivi; Lindblom-Ylanne, Sari – Instructional Science: An International Journal of the Learning Sciences, 2010
In this study we compare university teachers' and first-year students' conceptions of teaching and learning at the Faculty of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results showed that at the beginning of studies the gap between teachers' and students' conceptions of…
Descriptors: Biological Sciences, Learning Processes, Sciences, Science Education
Enyedy, Noel; Mukhopadhyay, Shiuli – Journal of the Learning Sciences, 2007
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives…
Descriptors: Culturally Relevant Education, Urban Schools, High School Students, High Schools
Saroyan, Alenoush; Dagenais, Joyce; Zhou, Yanfei – Instructional Science: An International Journal of the Learning Sciences, 2009
The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The…
Descriptors: Graduate Students, Teacher Effectiveness, Higher Education, Graduate Study
Kim, Hyeonjin; Hannafin, Michael J. – Instructional Science: An International Journal of the Learning Sciences, 2009
Recent work in case-based reasoning (CBR) reinforces the importance of situated learning, expert cases, and authentic tasks and activities for novice learners. As novices engage CBR environments, they apprentice in the experts' practices while developing the understanding, knowledge and skill of a given community. This study examined how…
Descriptors: Preservice Teacher Education, Case Studies, Case Method (Teaching Technique), Preservice Teachers