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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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Masters, Heidi – Journal of Science Teacher Education, 2020
Within two sections of science methods for elementary and middle-school teachers, an embedded, multi-case study design was employed to explore whether teaching rehearsals would better prepare preservice teachers (PSTs) to implement explanation-driven science instruction. A teaching rehearsal allows PSTs to practice teaching a segment of their…
Descriptors: Training Methods, Preservice Teachers, Science Instruction, Elementary School Science
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Benedict-Chambers, Amanda; Fick, Sarah J.; Arias, Anna Maria – Journal of Science Teacher Education, 2020
This study investigated how practice-based science methods courses, at three different institutions, provided opportunities for preservice teachers (PSTs) to develop new ways of enacting and noticing ambitious teaching through analyzing rehearsal lessons. We examined 194 written rehearsal reflections for similarities and differences in the types…
Descriptors: Preservice Teachers, Science Instruction, Instructional Innovation, Reflection
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Pleasants, Jacob; Olson, Joanne K.; De La Cruz, Iliana – Journal of Science Teacher Education, 2020
With the growing adoption of the Next Generation Science Standards across the United States, elementary teachers are being called upon to incorporate engineering into their science instruction, creating a need for ways to help elementary teachers better understand what engineering is and how to accurately communicate it to students. The present…
Descriptors: Elementary School Teachers, Elementary School Science, Science Instruction, Engineering Education
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Wang, Jianlan; Sneed, Stacey – Journal of Science Teacher Education, 2019
Inquiry, central in science education reforms for decades, is a critical element required in many teacher education programs. However, the instruction of inquiry-oriented pedagogies in those programs has limited impacts on science preservice teachers (PSTs) who arefvn the agent of transforming classroom instruction. The challenges include the…
Descriptors: Design, Scaffolding (Teaching Technique), Pedagogical Content Knowledge, Elementary Education
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Miller, Matthew; Hanley, Daniel; Brobst, Joseph – Journal of Science Teacher Education, 2019
This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective science instruction and learning-focused mentoring. The goals of the mentoring professional development were to (a)…
Descriptors: Models, Program Effectiveness, Mentors, Elementary Education
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Tsybulsky, Dina; Oz, Atar – Journal of Science Teacher Education, 2019
The current research is based on the phenomenological-qualitative paradigm. The goal was to examine the significant experiences, attitudes, and pedagogical practices of 17 Israeli student teachers in the science-teaching track regarding the use of project-based learning (PBL) as a pedagogical method, which they implemented in elementary schools…
Descriptors: Science Teachers, Program Implementation, Problem Based Learning, Elementary Schools
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Kang, Emily J. S.; McCarthy, Mary Jean; Donovan, Corinne – Journal of Science Teacher Education, 2019
This paper reports findings from a two-year investigation on the impact of a professional development (PD) program on second grade teachers' science teaching practice, particularly of the Next Generation Science Standards Science and Engineering Practices (NGSS SEPs). The aims of this study were three-fold: 1) identify which SEPs teachers enacted…
Descriptors: Faculty Development, Elementary School Teachers, Science Instruction, Engineering Education
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Lederman, Norman G.; Lederman, Judith S. – Journal of Science Teacher Education, 2019
This study provides an example of a systematic professional development project designed to build capacity for the teaching of nature of science and scientific inquiry, while not sacrificing the learning of more traditional science subject matter. Specifically, this project examined the impact of a 5-year professional development project on K-12…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Science Instruction, Scientific Principles
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Frisch, Jennifer Kreps – Journal of Science Teacher Education, 2019
This case study examines how elementary preservice teacher candidates used "hybrid" (both paper and digital) notebooks, the extent to which the digital portfolio showed evidence of changes in understanding, and whether candidates plan to use notebooks in their science lesson and unit plan assignments. Activity and reflection entries…
Descriptors: Blended Learning, Preservice Teachers, Portfolios (Background Materials), Student Journals
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Wilder, Otis; Butler, Malcolm B.; Acharya, Parul; Gill, Michele – Journal of Science Teacher Education, 2019
This article is focused on the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect toward the subject of science in preservice elementary teachers.…
Descriptors: Preservice Teachers, Science Teachers, Elementary Education, Student Attitudes
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Kazempour, Mahsa – Journal of Science Teacher Education, 2018
The current study aimed to provide elementary preservice teachers with an opportunity to engage in an authentic inquiry experience that shifted the focus from the hypothesis-testing model of inquiry to one that more accurately and completely reflected the process of scientific inquiry in its entirety. The aim of this qualitative case study was to…
Descriptors: Elementary Education, Preservice Teachers, Inquiry, Reflection
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Zangori, Laura; Foulk, Jaimie; Sadler, Troy D.; Peel, Amanda – Journal of Science Teacher Education, 2018
Engaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are…
Descriptors: Elementary School Teachers, Teacher Attitudes, Faculty Development, Communities of Practice
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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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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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