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Genuine Faculty-Mentored Research Experiences for In-Service Science Teachers: Increases in Science Knowledge, Perception, and Confidence Levels
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Cutucache, Christine E.; Leas, Heather D.; Grandgenett, Neal F.; Nelson, Kari L.; Rodie, Steven; Shuster, Robert; Schaben, Chris; Tapprich, William E. – Journal of Science Teacher Education, 2017
The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha…
Descriptors: Mentors, Inservice Teacher Education, Science Teachers, Science Instruction
I Want to Be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values about Teaching Science as Inquiry
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Herrington, Deborah G.; Bancroft, Senetta F.; Edwards, Molly M.; Schairer, Caroline J. – Journal of Science Teacher Education, 2016
This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers' beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what…
Descriptors: Qualitative Research, Teacher Researchers, Middle School Teachers, Secondary School Teachers
Secondary Science Teachers' Beliefs and Persistence: A Longitudinal Mixed-Methods Study
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Wong, Sissy S.; Luft, Julie A. – Journal of Science Teacher Education, 2015
While many studies focus on why teachers leave the classroom, there remains a need to study why teachers persist in teaching. One area to study is the beliefs of teachers, which may impact persistence in the field. This 5-year mixed-methods study explored whether 35 beginning secondary science teachers' beliefs were related to their persistence in…
Descriptors: Secondary School Teachers, Science Teachers, Teacher Attitudes, Teacher Persistence
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
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Peters-Burton, Erin E.; Merz, Sydney A.; Ramirez, Erin M.; Saroughi, Maryam – Journal of Science Teacher Education, 2015
This study investigated the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry of 19 secondary earth science and biology teachers. The PD facilitator, who serves a…
Descriptors: Faculty Development, Self Efficacy, Science Instruction, Teacher Motivation
Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice through Professional Development?
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Lotter, Christine; Rushton, Gregory T.; Singer, Jonathan – Journal of Science Teacher Education, 2013
The purpose of this study was to investigate high school teachers' beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer…
Descriptors: Educational Change, Teaching Methods, Inquiry, Qualitative Research
Inquiry-Based Instruction and Teaching about Nature of Science: Are They Happening?
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Capps, Daniel K.; Crawford, Barbara A. – Journal of Science Teacher Education, 2013
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…
Descriptors: Inquiry, Active Learning, Direct Instruction, Science Instruction