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Direct linkFick, Sarah J.; Chiu, Jennifer L.; McElhaney, Kevin W. – Journal of Science Teacher Education, 2022
Recent national reforms focus on learning disciplinary core ideas through engaging in science and engineering practices. These reforms also call for students and teachers to use crosscutting concepts (CCCs), or analytical lenses, that support scientific sensemaking and connections across disciplines. The "Framework for K-12 Science…
Descriptors: STEM Education, Kindergarten, Elementary Secondary Education, Units of Study
Capobianco, Brenda M.; Radloff, Jeffrey; Lehman, James D. – Journal of Science Teacher Education, 2021
As elementary schools across the U.S. continue to adopt new science education reform, attention is needed to understand how teachers make sense of using engineering design to teach science in their classroom settings. This study examined fourth-grade teachers' sense-making with learning to integrate engineering design-based science instruction and…
Descriptors: Elementary School Teachers, Teacher Attitudes, Grade 4, Suburban Schools
Brown, Bryan; Pérez, Greses; Ribay, Kathryn; Boda, Phillip A.; Wilsey, Matthew – Journal of Science Teacher Education, 2021
Virtual reality (VR) in science classrooms has the potential to enhance students' learning by bridging the knowledge in the learners' communities with science instruction. When virtual environments reflect students' culture, it has the potential to influence their attitudes toward the value of science in their community. This qualitative study…
Descriptors: Computer Simulation, Educational Technology, Technology Uses in Education, Culturally Relevant Education
Edelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
Haas, Alison; Januszyk, Rita; Grapin, Scott E.; Goggins, Marcelle; Llosa, Lorena; Lee, Okhee – Journal of Science Teacher Education, 2021
The adoption of "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) across the U.S. requires that the field of science education develops high-quality instructional materials. This need is particularly urgent as schools and districts are expected to design or adapt instructional materials for an…
Descriptors: Instructional Materials, Material Development, Academic Standards, Alignment (Education)
Miller, Emily C.; Reigh, Emily; Berland, Leema; Krajcik, Joseph – Journal of Science Teacher Education, 2021
Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to…
Descriptors: Science Instruction, Teaching Methods, Student Projects, COVID-19
Kruse, Jerrid; Henning, Joleen; Wilcox, Jesse; Carmen, Katherine; Patel, Neal; Seebach, Colin – Journal of Science Teacher Education, 2021
A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary…
Descriptors: Correlation, Preservice Teachers, Science Instruction, Instructional Effectiveness
Hanuscin, Deborah L.; de Araujo, Zandra; Cisterna, Dante; Lipsitz, Kelsey; van Garderen, Delinda – Journal of Science Teacher Education, 2020
There is growing recognition of the prevalence of "within school churn", a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD…
Descriptors: Pedagogical Content Knowledge, Standards, Elementary School Teachers, Science Instruction
Pleasants, Jacob; Olson, Joanne K.; De La Cruz, Iliana – Journal of Science Teacher Education, 2020
With the growing adoption of the Next Generation Science Standards across the United States, elementary teachers are being called upon to incorporate engineering into their science instruction, creating a need for ways to help elementary teachers better understand what engineering is and how to accurately communicate it to students. The present…
Descriptors: Elementary School Teachers, Elementary School Science, Science Instruction, Engineering Education
Bowers, Nicole; Merritt, Eileen; Rimm-Kaufman, Sara – Journal of Science Teacher Education, 2020
Across the country, states are adopting and implementing either Next Generation Science Standards (NGSS) or new state standards inspired by NGSS. Educators and researchers play a key role in the reform process as we design professional development (PD) and curriculum to support teachers in transitioning to NGSS. In this time of transition, close…
Descriptors: Elementary School Teachers, Science Teachers, Grade 4, Science Instruction
Pleasants, Jacob; Olson, Joanne K.; Tank, Kristina M. – Journal of Science Teacher Education, 2019
Engineering design activities are a common way for teachers to incorporate engineering into their science classrooms, as called for by current science policy documents in the United States. However, little is known about how teachers prioritize different learning objectives during engineering design lessons. Understanding teachers' thinking on…
Descriptors: Engineering Education, Elementary School Teachers, Elementary School Students, Design
Hanuscin, Deborah L.; Cisterna, Dante; Lipsitz, Kelsey – Journal of Science Teacher Education, 2018
The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers' pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model…
Descriptors: Elementary School Teachers, Science Teachers, Grade 5, Pedagogical Content Knowledge
Lee, Okhee; Llosa, Lorena; Jiang, Feng; O'Connor, Corey; Haas, Alison – Journal of Science Teacher Education, 2016
Elementary school teachers' perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers' perceptions after their first year…
Descriptors: Elementary School Teachers, Intervention, Educational Resources, Teacher Attitudes
Weiland, Ingrid S.; Akerson, Valarie L. – Journal of Science Teacher Education, 2013
This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…
Descriptors: Elementary School Teachers, Elementary School Science, Informal Education, Conventional Instruction
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
