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Chang, Jina; Song, Jinwoong – International Journal of Science Education, 2016
The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom…
Descriptors: Science Instruction, Social Influences, Classroom Environment, Observation
Hwang, Seyoung – International Journal of Science Education, 2011
This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and…
Descriptors: Foreign Countries, Research Methodology, Science Teachers, Science Curriculum
Yoon, Hye-Gyoung; Kim, Mijung – International Journal of Science Education, 2010
In the goal of science teacher education, the role of reflection to cultivate the teacher as a transformative practitioner has been largely recognised. Reflective thinking is crucial for teachers to be mindfully and knowledgeably situated in teaching and transforming their actions. This study looks into the dilemmas of teaching practical work in…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Practicums