It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This…

This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to "real world" experiences outside their school setting, and…

This study of classroom discourse and other data from a physical science course for in-service teachers show the areas of success and challenge of the participants in making claims supported by justifications. It also shows that the teachers learned to make scientific claims and were able to make some justifications. Nevertheless, many found the…

This study investigated teachers' motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the…

In this case study, an exemplary seventh grade science teacher's beliefs, planning decisions, implementation, and student reactions to her student-centered methods were examined over a 4-week unit on genetics. This situation was unique because the teacher was new to the profession and her students had no prior experience with student-centered…

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…

This study sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5. A semistructured interview was used. The interview transcripts were…

Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teachers produced 379 statements that were grouped into six conceptual categories. The categories of…

Bioinformatics, merging biological data with computer science, is increasingly incorporated into school curricula at all levels. This case study of 10 secondary school students highlights student individual differences (especially the way they processed information and integrated procedural and analytical thought) and summarizes a variety of…

This study explores teacher professional learning within the workplace context of a science department community. Workplace learning is considered in terms of the construction and flow of information about science, pedagogy and the relationships of science to the wider community. Implications for establishing sound conditions for teacher workplace…

Explores one possible explanation for why student teaching of elementary science diverges from principles emphasized in methods courses. The explanation explored states that a student teacher in the classroom is influenced mainly by immediate situational analysis, rather than principles emphasized in coursework. (LZ)

Discusses four topics: (1) provides some background to the science-technology society (STS) movement; (2) suggests an expanded STS curriculum model for topics related to energy education; (3) applies the expanded model to one example of curriculum development; and (4) draws implications from the model for developing curriculum and instruction on…

Reports on one rigorous evaluation and search for desired components of a science methods course at a large state university. Student evaluations of assignments are used to rate them for effectiveness. Provides a model for other instructors interested in course evaluation. (LZ)

Describes one mechanism by which prospective science teachers are socialized into the teaching profession prior to their student teaching experience. A Discrepant Events Share-a-thon is conducted by prospective middle school and high school teachers at the Georgia Science Teachers Association annual meeting. (LZ)

STEP UP (Southern Tier Educators' Program for Understanding Physics), a cross-district, K-12 science teacher network devoted to physics was formulated. Key characteristics, funding sources, staff development formats, and growth indicators are outlined for others interested in replicating and/or expanding on the network in their home region. (LZ)