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Martin, Jenny – Journal of Science Teacher Education, 2020
The aim of the study is to better understand teacher agency in the provision of science education to elementary school students. This article takes a specific focus on an elementary school teacher, who positioned herself as agentic in science. The study employs grammar of agency for the operationalisation of human agency in discursive…
Descriptors: Science Education, Elementary School Students, Elementary School Teachers, Teacher Role
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Garner, Joanna K.; Kaplan, Avi; Hathcock, Stephanie; Bergey, Bradley – Journal of Science Teacher Education, 2020
Two common goals of science teacher professional development (PD) are increased content knowledge (CK) and improved readiness to teach through inquiry. However, PD assessment challenges arise when the context is structured around inquiry-based, participant-driven learning, and when the content crosses scientific disciplines. This study extended…
Descriptors: High School Teachers, Science Teachers, Scientific Literacy, Pedagogical Content Knowledge
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Bowers, Nicole; Merritt, Eileen; Rimm-Kaufman, Sara – Journal of Science Teacher Education, 2020
Across the country, states are adopting and implementing either Next Generation Science Standards (NGSS) or new state standards inspired by NGSS. Educators and researchers play a key role in the reform process as we design professional development (PD) and curriculum to support teachers in transitioning to NGSS. In this time of transition, close…
Descriptors: Elementary School Teachers, Science Teachers, Grade 4, Science Instruction
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Weitzel, Holger; Blank, Robert – Journal of Science Teacher Education, 2020
Prospective teachers perceive peer coaching as a supportive learning opportunity providing benefits in peers' engagement in active learning, communicative competences, and critical thinking about teaching. Little is known about whether peer coaching also promotes the development of pedagogical content knowledge (PCK) in teacher education, which is…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Biology
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Lauterbach, Alexandra A.; Benedict, Amber E.; Yakut, Ayse D.; Garcias, Alejandra A. – Journal of Science Teacher Education, 2020
Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers' ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher' involvement in intensive professional development designed to deepen secondary science teachers'…
Descriptors: Science Instruction, Faculty Development, Inclusion, Learning Disabilities
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Lotter, Christine; Carnes, Nathan; Marshall, Jeff C.; Hoppmann, Richard; Kiernan, Daniel A.; Barth, Steven G.; Smith, Christina – Journal of Science Teacher Education, 2020
This research investigated 20 middle and high school teachers' use of project-based learning curriculum after engaging in a 115-hour professional development program that was developed collaboratively with medical school and education faculty. The project-based learning (PBL) unit centered on the case of Marcus Brown (a pseudonym), a high school…
Descriptors: Pedagogical Content Knowledge, Teacher Attitudes, Beliefs, Faculty Development
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Min, Mina; Akerson, Valarie; Aydeniz, Fetiye – Journal of Science Teacher Education, 2020
Teaching effectiveness is increasingly highlighted as an important quality in teachers, and teacher education programs have used various approaches to improve preservice teachers' teaching effectiveness. However, how preservice teachers develop their beliefs about effective science teaching and how they enact them in their field experiences have…
Descriptors: Preservice Teachers, Student Attitudes, Beliefs, Science Instruction
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Sharma, Runaaz Ali; Honan, Eileen – Journal of Science Teacher Education, 2020
This paper reports findings from a small study with Fijian pre-service teachers about their perceptions of science and scientists. No known study of this nature has been conducted in Fiji nor in other Pacific Island Countries. The study drew on previous studies using Draw-A-Scientist Test as well as critiques of the instrument using qualitative…
Descriptors: Preservice Teachers, Scientists, Foreign Countries, Freehand Drawing
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Berland, Leema K.; Russ, Rosemary S.; West, Cori P. – Journal of Science Teacher Education, 2020
Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we…
Descriptors: Science Instruction, Teaching Methods, Epistemology, Class Activities
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Gilles, Brent; Buck, Gayle – Journal of Science Teacher Education, 2020
The Next Generation Science Standards list scientific argumentation as one of the essential skills for students in K-12 education. Unfortunately, many teachers enter the classrooms without sufficient experiences with or knowledge of, this skill. A discourse analysis of twenty-one preservice teachers was conducted to study how preservice teachers…
Descriptors: Preservice Teachers, Persuasive Discourse, Science Process Skills, Discourse Analysis
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Sjöberg, Marlene; Nyberg, Eva – Journal of Science Teacher Education, 2020
Professional knowledge for science teaching develops over time and interplays with professional experiences in field. In the present study, we explore student teachers' reflective conversation upon teaching experiences, with pedagogical content knowledge, PCK, as an analytical lens. The empirical data is based on nine meetings, with groups of 3-6…
Descriptors: Science Teachers, Science Instruction, Pedagogical Content Knowledge, Teaching Methods
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Carrier, Sarah J.; Grifenhagen, Jill F. – Journal of Science Teacher Education, 2020
The academic language of science includes science content words and words that describe the practices of scientists. The present study examined science vocabulary knowledge and science vocabulary instruction practices of pre-service teachers enrolled in a primary science methods course. This exploratory mixed-methods study presents quantitative…
Descriptors: Academic Language, Vocabulary Development, Science Instruction, Preservice Teachers
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Alkis Küçükaydin, Mensure; Gökbulut, Yasin – Journal of Science Teacher Education, 2020
This study aimed to compare the beliefs of teacher candidates from preschool teaching, classroom teaching and science teaching programs have toward their science teaching. A correlational survey model was applied for the design of the study. The study sample consisted of 236 teacher candidates who were selected using the maximum variation sampling…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Beliefs
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McCoy, Ayana; Jurist Levy, Abigail; Frumin, Kim; Lawrenz, Frances; Dede, Christopher; Eisenkraft, Arthur; Fischer, Christian; Fishman, Barry; Foster, Brandon – Journal of Science Teacher Education, 2020
From 2012-2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and…
Descriptors: Teacher Attitudes, Science Instruction, Educational Change, Curriculum Development
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Bancroft, Senetta F.; Nyirenda, Euginia M. – Journal of Science Teacher Education, 2020
Providers of K-12 in-service teacher science professional development programs (PDPs) in the United States are moving to address recent and unprecedented policymaker calls to close achievement gaps in K-12 science learning. Our systematic review of primary, peer-reviewed equity-focused PDP studies is intended to inform this movement. We structured…
Descriptors: Science Teachers, Elementary School Teachers, Secondary School Teachers, Faculty Development
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