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Direct linkWeiland, Ingrid S.; Morrison, Judith A. – Journal of Science Teacher Education, 2013
To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach--case one (University A) through a science content focus (i.e., sustainability) and…
Descriptors: Environmental Education, Science Instruction, Preservice Teacher Education, Methods Courses
Kisiel, James – Journal of Science Teacher Education, 2013
Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations--they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum…
Descriptors: Preservice Teachers, Elementary School Teachers, Preservice Teacher Education, Informal Education
Beyer, Carrie; Davis, Elizabeth A. – Journal of Science Teacher Education, 2009
Critiquing and adapting curriculum materials are essential teaching practices but challenging for many preservice teachers. This study explores the use of educative curriculum materials--materials intended to support both teacher and student learning--to help preservice elementary teachers develop their pedagogical design capacity for critiquing…
Descriptors: Curriculum Design, Teaching Methods, Lesson Plans, Preservice Teacher Education
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
Marbach-Ad, Gili; McGinnis, J. Randy – Journal of Science Teacher Education, 2008
We report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation program, the Maryland Collaborative for Teacher Preparation (MCTP). We compared responses of the…
Descriptors: Science Teachers, Beginning Teachers, Educational Change, Teacher Education
Spector, Barbara; Burkett, Ruth S.; Leard, Cyndy – Journal of Science Teacher Education, 2007
This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice elementary teachers in which an experiential learning strategy, labeled "using yourself as a learning laboratory," was implemented. Emergent grounded theory indicated this strategy, when embedded in a course organized as an…
Descriptors: Preservice Teachers, Methods Courses, Grief, Participant Observation
