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| Journal of Research in… | 3 |
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| Lederman, Norman G. | 3 |
| Akerson, Valarie L. | 2 |
| Abd-El-Khalick, Fouad | 1 |
| Flick, Lawrence B. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Peer reviewedAkerson, Valarie L.; Flick, Lawrence B.; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Explores how children's ideas in science affect elementary science instruction by investigating whether and how three primary teachers recognize and react to student ideas. Finds that the experienced teacher with the highest level of content knowledge had the largest repertoire for eliciting and addressing student ideas, and the intern teacher's…
Descriptors: Classroom Communication, Elementary Education, Knowledge Base for Teaching, Science Education
Peer reviewedLederman, Norman G. – Journal of Research in Science Teaching, 1999
Delineates factors which facilitate or impede the relationship between classroom practices and teachers' understanding of the nature of science. Finds that teachers' conceptions of science do not necessarily influence classroom practice, though teachers' level of experience, intentions and perceptions of students were critically influential on…
Descriptors: Biology, Knowledge Base for Teaching, Science Teachers, Scientific Principles
Peer reviewedAkerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…
Descriptors: Concept Formation, Elementary Education, Epistemology, Knowledge Base for Teaching
