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Kallery, Maria – Research in Science Education, 2018
In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…
Descriptors: Science Instruction, Faculty Development, Knowledge Base for Teaching, Teacher Competencies
Chan, Kennedy Kam Ho; Yung, Benny Hin Wai – Research in Science Education, 2018
Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about "how" experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the…
Descriptors: Pedagogical Content Knowledge, Teaching Experience, Experienced Teachers, Biology
Piliouras, Panagiotis; Plakitsi, Katerina; Seroglou, Fanny; Papantoniou, Georgia – Research in Science Education, 2018
The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a "developmental work research" program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students.…
Descriptors: Teaching Methods, Scientific Principles, Faculty Development, Grade 5
Kahveci, Ajda; Kahveci, Murat; Mansour, Nasser; Alarfaj, Maher Mohammed – Research in Science Education, 2018
Teachers play a key role in moving reform-based science education practices into the classroom. Based on research that emphasizes the importance of teachers' affective states, this study aimed to explore the constructs pedagogical discontentment, science teaching self-efficacy, intentions to reform, and their correlations. Also, it aimed to…
Descriptors: Self Efficacy, Science Teachers, Teacher Role, Educational Change
Hamza, Karim; Piqueras, Jesús; Wickman, Per-Olof; Angelin, Marcus – Research in Science Education, 2018
We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the…
Descriptors: Science Teachers, Faculty Development, Science Education, Educational Researchers
Lotter, Christine R.; Miller, Cory – Research in Science Education, 2017
In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned…
Descriptors: Middle School Teachers, Science Teachers, Inquiry, Teaching Methods
Teachers' Practice a Decade after an Extensive Professional Development Program in Science Education
Furman Shaharabani, Yael; Tal, Tali – Research in Science Education, 2017
Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this…
Descriptors: Science Teachers, Faculty Development, Teacher Education Programs, Program Effectiveness
Hong, Jon-Chao; Hwang, Ming-Yueh; Lu, Chow-Chin; Tsai, Chi-Ruei – Research in Science Education, 2017
Microteaching has gained considerable attention for its effectiveness in rapid and contextual training in professional development programs. However, the interpretive quality of the teaching demonstration and peer feedback may influence individuals' attribution and self-correction, leading to ineffective learning. In this study, a microteaching…
Descriptors: Classification, Microteaching, Faculty Development, Feedback (Response)
Oliver, Mary; Venville, Grady – Research in Science Education, 2017
"Thinking Science" is a 2-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of "Thinking Science" on students' levels of cognition in Australia. The research is timely, with a general capability focused on…
Descriptors: Foreign Countries, Secondary School Teachers, Junior High School Students, Faculty Development
Westbroek, Hanna; Janssen, Fred; Doyle, Walter – Research in Science Education, 2017
Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Curriculum Development
Chen, Ying-Chih; Hand, Brian; Norton-Meier, Lori – Research in Science Education, 2017
The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in…
Descriptors: Elementary School Teachers, Teacher Role, Questioning Techniques, Elementary School Science
Walan, Susanne; Mc Ewen, Birgitta – Research in Science Education, 2017
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also…
Descriptors: Primary Education, Elementary School Teachers, Science Teachers, Teacher Attitudes
Fitzgerald, Michael; McKinnon, David H.; Danaia, Lena; Deehan, James – Research in Science Education, 2016
In this paper, we present the results from a study of the impact on students involved in a large-scale inquiry-based astronomical high school education intervention in Australia. Students in this intervention were led through an educational design allowing them to undertake an investigative approach to understanding the lifecycle of stars more…
Descriptors: Foreign Countries, High School Students, Student Attitudes, Secondary School Science
Smith, Kathy; Lindsay, Simon – Research in Science Education, 2016
In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were…
Descriptors: Foreign Countries, Science Education, Faculty Development, Science Instruction
Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting – Research in Science Education, 2016
With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear…
Descriptors: Science Curriculum, Curriculum Design, Innovation, Educational Innovation