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Direct linkZwiep, Susan Gomez; Straits, William J.; Stone, Kristin R.; Beltran, Dolores D.; Furtado, Leena – Journal of Science Teacher Education, 2011
This paper explores one district's attempt to implement a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. This process resulted in blended program that utilized a combined…
Descriptors: Second Language Learning, Science Instruction, English (Second Language), Second Language Instruction
Appleton, Ken – Journal of Science Teacher Education, 2008
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving…
Descriptors: Mentors, Pedagogical Content Knowledge, Science Instruction, Elementary School Teachers
The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science
Akerson, Valarie L.; Hanson, Deborah L.; Cullen, Theresa A. – Journal of Science Teacher Education, 2007
This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers' views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional…
Descriptors: Physics, Professional Development, Scientific Principles, Elementary Education
