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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
Akerson, Valarie L.; Buzzelli, Cary A.; Eastwood, Jennifer L. – Journal of Science Teacher Education, 2012
This study explored preservice teachers' views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations of early childhood education and a science methods course required preservice teachers to explore…
Descriptors: Preservice Teachers, Methods Courses, Teacher Education Curriculum, Early Childhood Education
Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L. – Journal of Science Teacher Education, 2011
There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, "Benchmarks for science literacy," Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA,…
Descriptors: Informal Education, Scientific Principles, Educational Change, Scientific Literacy
Akerson, Valarie L.; Buzzelli, Cary A.; Eastwood, Jennifer – Journal of Science Teacher Education, 2010
This paper describes research that compares preservice early childhood teachers' cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) "Adv Exp Soc Psychol" 25:331-351) preservice early childhood teachers cultural values were assessed, followed by an assessment of…
Descriptors: Stimulation, Social Behavior, Early Childhood Education, Young Children
Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L. – Journal of Science Teacher Education, 2010
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature…
Descriptors: Action Research, Faculty Development, Teaching Methods, Inquiry
Akerson, Valarie L.; Cullen, Theresa A.; Hanson, Deborah L. – Journal of Science Teacher Education, 2010
This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students' understandings of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary School Version 2) and interviews to verify that teachers' conceptions of NOS were sufficient to…
Descriptors: Action Research, Scientific Principles, Teacher Collaboration, Science Instruction
Quigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L. – Journal of Science Teacher Education, 2010
There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science in Benchmarks for science literacy, Oxford University Press, New York, 1993; "National…
Descriptors: Informal Education, Observation, Scientific Principles, Educational Change