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DeCoito, Isha; Myszkal, Philip – Journal of Science Teacher Education, 2018
In this rapidly changing and technologically evolving world there is a need for skilled labor and professionals in the fields of science, technology, engineering, and mathematics (STEM). This warrants concern, as the number of individuals graduating from and/or pursuing careers in STEM fields is seriously lagging. Students must be inspired, be…
Descriptors: STEM Education, Self Efficacy, Teacher Effectiveness, Teacher Attitudes
Capps, Daniel K.; Crawford, Barbara A. – Journal of Science Teacher Education, 2013
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…
Descriptors: Inquiry, Active Learning, Direct Instruction, Science Instruction
Bell, Clare Valerie; Odom, Arthur Louis – Journal of Science Teacher Education, 2012
While much is known about K-12 teachers' participation in professional development (PD) on inquiry-based science instruction, how professors facilitate such PD is not as well documented. This reflective, descriptive study documents the pedagogical practices of three professors during a two-week summer PD program on inquiry-based science…
Descriptors: Science Teachers, Elementary Secondary Education, Professional Development, Grade 4
Sinclair, Becky Barton; Naizer, Gilbert; Ledbetter, Cynthia – Journal of Science Teacher Education, 2011
The purpose of this study was to assess the impact of a teacher professional development program on the classroom teaching practices of the participants. This particular professional development program included an intensive summer institute, 8 monthly follow-up sessions, informal participant-professor mentoring and peer networking. The majority…
Descriptors: Rural Schools, Self Efficacy, Program Effectiveness, Grade 4
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