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Showing 1 to 15 of 155 results Save | Export
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Leden, Lotta; Hansson, Lena; Ideland, Malin – Science Education, 2020
Nature of science (NOS) has increasingly been emphasized as an important element in science education. This paper engages in the question of how teachers negotiate different approaches to and contexts for NOS teaching. This exploratory study is part of a three-year longitudinal project where six in-service teachers developed and negotiated their…
Descriptors: Science Teachers, Scientific Literacy, Science Education, Longitudinal Studies
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Shea, Molly V.; Sandoval, Jose – Science Education, 2020
In this article we studied how community educators' designed for equity in an after school science program. Building from discussions of equity in out-of-school-time (OST) science, this case study offers insight into the role of pedagogy in organizing for dignity and belonging in an after school program. This case study focused on the practices of…
Descriptors: Science Education, Equal Education, Instructional Design, Case Studies
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Olitsky, Stacy; Perfetti, Amy; Coughlin, Allyson – Science Education, 2020
In recent years, there have been programs aimed at increasing the number of science and math teachers in high-need areas by offering scholarships to candidates in exchange for their agreement to teach in a high-need school for a period of time. However, there has been concern that recipients might fulfill the terms of their agreement, then leave…
Descriptors: Science Education, Mathematics Education, Science Teachers, Mathematics Teachers
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Maeng, Jennifer L.; Whitworth, Brooke A.; Bell, Randy L.; Sterling, Donna R. – Science Education, 2020
Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD…
Descriptors: Faculty Development, Elementary School Science, Elementary School Teachers, Science Teachers
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Buxton, Cory A.; Caswell, Linda – Science Education, 2020
Using findings from a 4-year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs…
Descriptors: Science Instruction, Multilingualism, Teacher Attitudes, Standards
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Hardy, Ian; Campbell, Todd – Science Education, 2020
Drawing upon interviews with key actors involved in the development of and support for the Next Generation Science Standards (NGSS) in the United States, this article shows how a potentially controversial reform came to be actively supported by senior educators. We utilize Kingdon's (2003, "Agendas, alternatives, and public policies,"…
Descriptors: Science Instruction, Standards, Educational Policy, Entrepreneurship
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Robertson, Amy D.; Atkins Elliott, Leslie J. – Science Education, 2020
Responsive teaching--or teaching that builds from the "seeds of science" in student thinking--is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students' STEM ideas; however, responsive…
Descriptors: Teaching Methods, STEM Education, Beginning Teachers, Teacher Attitudes
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Balgopal, Meena M. – Science Education, 2020
Most science curricular reform efforts are designed by administrators or science education experts. It is less common for teachers to work collaboratively across disciplines to create, implement, and disseminate an integrated STEM curriculum developed for noncollege-bound students that ended up being popular across student populations at the…
Descriptors: STEM Education, Teacher Empowerment, Case Studies, Educational Change
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Piqueras, Jesús; Achiam, Marianne – Science Education, 2019
Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To…
Descriptors: Science Education, Museums, Faculty Development, Science Teachers
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Finkelstein, Carla; Jaber, Lama Z.; Dini, Vesal – Science Education, 2019
This paper focuses on interactions in a science professional development (PD) course in which participating teachers engaged in doing science. Whereas the PD design of this course aligned with research on effective PD practices, we found that these practices did not sufficiently account for the affective and relational dynamics that unfolded in…
Descriptors: Science Teachers, Science Instruction, Faculty Development, Discourse Analysis
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Thompson, Jessica J.; Hagenah, Sara; McDonald, Scott; Barchenger, Christie – Science Education, 2019
To organize for the improvement of science instruction teachers need opportunities to collaboratively learn from practice, in practice, and to engage in the revision of classroom tools. In this paper, we examine how a professional learning community (PLC), comprised of middle school teachers and researchers, worked on the improvement of Ambitious…
Descriptors: Communities of Practice, Science Instruction, Science Teachers, Educational Improvement
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Barnes, M. Elizabeth; Brownell, Sara E. – Science Education, 2018
Students' religious beliefs and religious cultures have been shown to be the main factors predicting whether they will accept evolution, yet college biology instructors teaching evolution at public institutions often have religious beliefs and cultures that are different from their religious students. This difference in religious beliefs and…
Descriptors: Evolution, Church Related Colleges, Beliefs, Interviews
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Moon, Alena; Gere, Anne Ruggles; Shultz, Ginger V. – Science Education, 2018
Writing is widely recognized as fundamental to the construction and communication of scientific knowledge. Building on this relationship between writing and knowledge construction, writing-to-learn (WTL) activities have shown to be effective in many science classrooms, but have not been widely implemented at the postsecondary level. To address the…
Descriptors: STEM Education, Correlation, Writing (Composition), Science Instruction
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Brown, Julie C.; Crippen, Kent J. – Science Education, 2017
Scholars argue that bridging students' backgrounds with canonical science is necessary for students of color by reducing incongruences between home and school and increasing the authenticity of science learning. However, science teachers often struggle with enacting culturally responsive pedagogies (CRP). This paper utilizes data from classroom…
Descriptors: High School Students, Secondary School Teachers, Science Instruction, Teaching Methods
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Patron, Emelie; Wikman, Susanne; Edfors, Inger; Johansson-Cederblad, Brita; Linder, Cedric – Science Education, 2017
Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital…
Descriptors: Visual Stimuli, Chemistry, Science Instruction, Teaching Methods
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