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Chen, Jessica L.; Mensah, Felicia Moore – Journal of Science Teacher Education, 2018
Supporting elementary preservice teachers' development of a science teacher identity provides a way to address challenges of low self-efficacy, self-confidence, and pedagogical content knowledge in science. Meaningful teaching experiences in student teaching placements and field-based science methods courses provide opportunities for preservice…
Descriptors: Elementary School Teachers, Preservice Teachers, Science Teachers, Professional Identity
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Palmberg, Irmeli; Hermans, Mikaela; Jeronen, Eila; Kärkkäinen, Sirpa; Persson, Christel; Yli-Panula, Eija – Journal of Science Teacher Education, 2018
People's knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people's positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers' and student teachers' views is an essential step in considering the ways in…
Descriptors: Foreign Countries, Student Teacher Attitudes, Undergraduate Students, Wildlife
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O' Dwyer, Anne – Journal of Science Teacher Education, 2018
This article uses an existing evaluation framework to exemplify how an organic chemistry program for high school teachers facilitated their professional development. Chemistry teachers from 6 different high schools participated in the program. The professional development program was informed by a constructivist theoretical background in which…
Descriptors: High School Students, Faculty Development, Teaching Methods, Organic Chemistry
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Subramaniam, Karthigeyan; Asim, Sumreen; Lee, Eun Young; Koo, Yilmin – Journal of Science Teacher Education, 2018
The purpose of this study was to explore student teachers' images of science instruction in informal settings and how these images explicate their field trip pedagogy. "Field trips" refers to planned, structured, and adaptable ways of learning science outside the science classroom that are connected to the school science curriculum.…
Descriptors: Student Teachers, Science Instruction, Field Trips, Science Teachers
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Cian, Heidi; Marshall, Jeff; Qian, Meihua – Journal of Science Teacher Education, 2018
Educational research continues to reiterate the need for inquiry-based instruction in secondary science. However, the patterns of how teachers implement inquiry-based pedagogy have not been thoroughly studied--particularly from a quantitative perspective. This study is based on data from 422 observations of 50 teachers collected during a 5-year…
Descriptors: Inquiry, Active Learning, Learner Engagement, Growth Models
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Titu, Preethi; Ring-Whalen, Elizabeth A.; Brown, Julie C.; Roehrig, Gillian H. – Journal of Science Teacher Education, 2018
In recent decades, schools in most Western countries, including the United States, have become increasingly culturally diverse. As global migration rises, cultural diversity in schools will continue to grow. Though an expansive research base has shown that teacher attitudes play an important role in student performance, comparatively little is…
Descriptors: Science Teachers, Teacher Attitudes, Attitude Change, Secondary School Teachers
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Kang, Emily J. S.; Donovan, Corinne; McCarthy, Mary Jean – Journal of Science Teacher Education, 2018
The aim of this study was to assess elementary teachers' pedagogical content knowledge (PCK) of and confidence in their ability to support students in enacting the science and engineering practices (SEPs) of the Next Generation Science Standards. Findings from this study were used to inform the planning of a professional development program for…
Descriptors: Pedagogical Content Knowledge, Elementary School Teachers, Engineering Education, Science Education
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Feille, Kelly K.; Nettles, Jenesta R.; Weinburgh, Molly H. – Journal of Science Teacher Education, 2018
Although much research has examined the professional development (PD) of science teachers, questions remain about what aspects of PD contribute to teacher change. It is important to continue to examine the nuanced ways in which PD can support in-service science teachers as they seek to hone their craft. This study used silhouettes constructed from…
Descriptors: Science Teachers, Faculty Development, Educational Needs, Needs Assessment
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Underwood, Janice Bell; Mensah, Felicia Moore – Journal of Science Teacher Education, 2018
Science teacher educators (STEs) openly suggest that kindergarten-Grade 12 teachers must be prepared to teach all students, especially diverse learners, who may be marginalized in and by science; however, how STEs prepare preservice teachers to engage and empower diverse students in science teacher education needs further research. Therefore,…
Descriptors: Teacher Educators, Teacher Attitudes, Culturally Relevant Education, Science Teachers
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Mandrikas, Achilleas; Stavrou, Dimitrios; Halkia, Krystallia; Skordoulis, Constantine – Journal of Science Teacher Education, 2018
In this article, we present the results of an implementation of a teaching-learning sequence that offered the opportunity to increase preservice elementary teachers' engagement with authentic activities in meteorology. In particular, we describe the results of a teaching-learning sequence with regard to the representation of winds on weather maps…
Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Science, Meteorology
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Barth-Cohen, Lauren A.; Little, Angela J.; Abrahamson, Dor – Journal of Science Teacher Education, 2018
The use of video for in-service and pre-service teacher development has been gaining acceptance, and yet video remains a challenging and understudied tool. Many projects have used video to help pre-service and in-service teachers reflect on their own teaching processes, examine teacher-student interactions, and develop their professional vision.…
Descriptors: Preservice Teacher Education, Preservice Teachers, Reflective Teaching, Mathematics Education
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Sen, Mehmet; Öztekin, Ceren; Demirdögen, Betül – Journal of Science Teacher Education, 2018
This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Case Studies, Science Teachers
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Mensah, Felicia Moore; Brown, Julie C.; Titu, Preethi; Rozowa, Paula; Sivaraj, Ramya; Heydari, Roya – Journal of Science Teacher Education, 2018
In this exploratory study, we use Banks's typology on multicultural curriculum reform as 1 strategy for developing multicultural, culturally relevant science teachers. Banks's typology discusses 4 approaches for integrating multicultural content into the school and university curriculum. In order to support the development of multicultural science…
Descriptors: Preservice Teachers, Inservice Teacher Education, Cultural Pluralism, Scientific Methodology
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Luna, Melissa J.; Selmer, Sarah J.; Rye, James A. – Journal of Science Teacher Education, 2018
Building on the work of teacher noticing, this study investigated teachers' noticing of students' thinking evident in artifacts from their science teaching context. Prior work on teachers' noticing in science has generally focused on noticing students' thinking surrounding specific disciplinary content. We asked 20 elementary teachers to identify…
Descriptors: Science Instruction, Engineering, Standards, Thinking Skills
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Lee, Soon Chun; Nugent, Gwen; Kunz, Gina M.; Houston, James; DeChenne-Peters, SueEllen – Journal of Science Teacher Education, 2018
One major implication of the Next Generation Science Standards is the need to integrate inquiry and practice and incorporate engineering into science education. To support teachers' change efforts in a time of heightened science, technology, engineering, and mathematics standards for all students, effective professional development (PD) is…
Descriptors: Case Studies, Value Added Models, Distance Education, Coaching (Performance)
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