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Showing 1 to 15 of 125 results Save | Export
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Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P. – Journal of Science Teacher Education, 2012
In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…
Descriptors: Video Technology, Educational Strategies, Research Design, Physics
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Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy – Journal of Science Teacher Education, 2012
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to…
Descriptors: Evidence, Preservice Teacher Education, Earth Science, Teaching Methods
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Koksal, Mustafa Serdar – Journal of Science Teacher Education, 2011
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the…
Descriptors: Elementary School Science, Self Efficacy, Multiple Regression Analysis, Biology
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Cormas, Peter C.; Barufaldi, James P. – Journal of Science Teacher Education, 2011
This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…
Descriptors: Elementary Secondary Education, Colleges, Communication Skills, Professional Development
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Megowan-Romanowicz, Colleen – Journal of Science Teacher Education, 2010
Teachers enrolled in the master of natural science program for high school science teachers at a large research university must complete a year-long action research study. This account, by the program's action research coordinator, describes both process and outcomes of this research experience from the perspectives of the research coordinator and…
Descriptors: Research Universities, Science Programs, Action Research, Natural Sciences
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Pop, Margareta M.; Dixon, Patricia; Grove, Crissie M. – Journal of Science Teacher Education, 2010
This study investigated teachers' motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the…
Descriptors: Teacher Motivation, Science Teachers, Teacher Attitudes, Professional Development
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Morrison, Judith A. – Journal of Science Teacher Education, 2008
This study explored how preservice teachers grew in their understanding of inquiry science through conducting an in-depth individual inquiry investigation in their science methods course. Elementary preservice teachers' understanding about inquiry investigations, their attitudes towards the assignment, and their views towards using individual…
Descriptors: Preservice Teachers, Elementary School Science, Research Design, Methods Courses
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Stuessy, Carol L.; Metty, Jane S. – Journal of Science Teacher Education, 2007
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists' laboratories, then bridge their scientific experiences with the design of new classroom…
Descriptors: Scientific Research, Scientists, Science Laboratories, Science Teachers
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Beeth, Michael E.; Adadan, Emine – Journal of Science Teacher Education, 2006
This study explored the influence of university-based teacher education courses on preservice teachers as they engaged in the field-based portion of their preparation. Forty-two preservice teachers contributed reflective writings about the successes and challenges they faced during field experiences in light of knowledge and skills learned during…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teaching Experience, Academic Achievement
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Glasson, George E.; McKenzie, Woodrow L. – Journal of Science Teacher Education, 1999
Discusses an innovative process that was used for engaging prospective teachers in collaboration and reflection on their learning as they developed a multi-media portfolio. (Contains 15 references.) (WRM)
Descriptors: Computer Uses in Education, Educational Assessment, Elementary Education, Evaluation Methods
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Geddis, Arthur N.; Roberts, Douglas A. – Journal of Science Teacher Education, 1998
Theorizes the learning orientations of beginning science teachers and how these orientations interact with the structure of teacher-education programs based on a case study of one preservice science teacher's reflections on his experiences during teacher preparation. Contains 23 references. (WRM)
Descriptors: Beginning Teachers, Case Studies, Cognitive Processes, Educational Experience
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Czerniak, Charlene M.; Haney, Jodi J. – Journal of Science Teacher Education, 1998
Examines the effects of using concept-mapping activities in a physical science class for elementary science teachers on physical science achievement, self-efficacy, and anxiety toward learning and teaching physical science. Discusses implications for teacher education. Contains 54 references. (WRM)
Descriptors: Anxiety, Concept Mapping, Elementary School Teachers, Higher Education
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Journal of Science Teacher Education, 1997
Presents the position statement of the Association for the Education of Teachers in Science (AETS) on knowledge standards for science teacher educators. Defines who should be considered as science teacher educators and lists a set of six guidelines related to knowledge standards. (DDR)
Descriptors: Educational Change, Elementary Secondary Education, Faculty Development, Higher Education
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Anderson, Ronald D. – Journal of Science Teacher Education, 1997
Argues that the science methods course should be envisioned as the launching pad for a career-long process of professional development, a foundation for a successful student teaching experience, and the lynchpin of a teacher education program. (DDR)
Descriptors: College Curriculum, Educational Change, Elementary Secondary Education, Higher Education
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Abell, Sandra K.; Bryan, Lynn A. – Journal of Science Teacher Education, 1997
Compares the way preservice elementary teachers build knowledge and beliefs to the way learners build science knowledge. Describes a reconceptualization of an elementary science methods course consistent with this assumption about science teaching. Contains 22 references. (DDR)
Descriptors: College Curriculum, Educational Change, Elementary Education, Elementary School Science
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