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Park, Soonhye; Choi, Aeran; Reynolds, Wm. Matthew – International Journal of Science Education, 2020
Pedagogical content knowledge (PCK) is central to teachers' professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Teacher Effectiveness, Middle School Teachers
Navy, S. L.; Luft, J. A.; Toerien, R.; Hewson, P. W. – International Journal of Science Education, 2018
In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact…
Descriptors: Foreign Countries, Science Teachers, Beginning Teachers, Educational Policy
Forbes, Cory; Lange, Kim; Möller, Kornelia; Biggers, Mandy; Laux, Mira; Zangori, Laura – International Journal of Science Education, 2014
To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students…
Descriptors: Foreign Countries, Comparative Analysis, Video Technology, Elementary School Science
Wee, Bryan – International Journal of Science Education, 2012
Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about…
Descriptors: Science Tests, Science Education, Asian Americans, Foreign Countries
Kim, Sun Young; Nehm, Ross H. – International Journal of Science Education, 2011
Despite a few international comparisons of the evolutionary beliefs of the general public, comparatively less research has focused on science teachers. Cross-cultural studies offer profitable opportunities for exploring the interactions among knowledge and belief variables in regard to evolution in different socio-cultural contexts. We…
Descriptors: Cross Cultural Studies, Scientific Principles, Foreign Countries, Science Teachers
Yen, Chiung-Fen; Yao, Tsung-Wei; Mintzes, Joel J. – International Journal of Science Education, 2007
This study explored and documented Taiwanese students' alternative conceptions of animal classification. We examined the understanding of the "animal", "vertebrate" and "invertebrate", "fish", "amphibian", "reptile", "bird", and "mammal" concepts among elementary,…
Descriptors: Biodiversity, Foreign Countries, Scientific Concepts, Curriculum Development
Talanquer, Vicente – International Journal of Science Education, 2007
It has been commonly assumed that teleological explanations are unnecessary and have no place in the physical sciences. However, there are indications that teleology is fairly common in the instructional explanations of teachers and students in chemistry classrooms. In this study we explore the role and nature of teleological explanations and the…
Descriptors: Textbooks, Chemistry, Science Education, Qualitative Research