Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 3 |
Descriptor
Pedagogical Content Knowledge | 3 |
Elementary School Teachers | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
Grade 5 | 2 |
Science Instruction | 2 |
Barriers | 1 |
Case Studies | 1 |
Chemistry | 1 |
Educational Change | 1 |
Educational Needs | 1 |
More ▼ |
Source
Journal of Science Teacher… | 3 |
Author
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Grade 3 | 3 |
Grade 4 | 3 |
Grade 5 | 3 |
Elementary Education | 2 |
Early Childhood Education | 1 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
Grade 6 | 1 |
Grade 7 | 1 |
Grade 8 | 1 |
More ▼ |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
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
Van Duzor, Andrea Gay – Journal of Science Teacher Education, 2012
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and…
Descriptors: Evidence, Chemistry, Educational Change, Professional Development
Lee, Okhee; Maerten-Rivera, Jaime; Buxton, Cory; Penfield, Randall; Secada, Walter G. – Journal of Science Teacher Education, 2009
This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…
Descriptors: Second Language Learning, Grade 5, Elementary School Teachers, Science Instruction