This qualitative study examined how three teachers of upper elementary students used science vocabulary in their lessons. The data revealed that teachers used vocabulary to label science phenomena and interpret scientific concepts for students. The practice of labeling was used more extensively than interpreting. Teachers did not help their…

The purpose of this study was to explore the relationship of learner characteristics and preservice teachers' views of nature of science (NOS) prior to formal instruction. Learner characteristics investigated included metacognitive awareness, self-efficacy, attitudes toward science teaching, Perry's intellectual and ethical developmental levels,…

The purpose of this study was to investigate whether and how elementary teachers' thinking and instruction changed as a result of a teacher research experience. Each teacher worked with a scientist conducting research for a period of six weeks. Data in the form of classroom observations and interviews was collected before and after the research…

Through a century-long process, there has been a resolute effort to shape science teaching in elementary classrooms. A close look at science teaching and student learning may provide a better understanding of what really happens in elementary classrooms. This study examines relationships between science teaching pedagogy, teachers' science…

Historically, elementary science teacher inservice has not been an effective means of improving science teaching for most elementary teachers. "Guidelines for Effective Elementary Science Teacher Inservice Education" were developed by Klein (2001) to address this need. This paper illustrates, through a review of program evaluation documentation,…