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Direct linkHanuscin, Deborah L.; de Araujo, Zandra; Cisterna, Dante; Lipsitz, Kelsey; van Garderen, Delinda – Journal of Science Teacher Education, 2020
There is growing recognition of the prevalence of "within school churn", a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD…
Descriptors: Pedagogical Content Knowledge, Standards, Elementary School Teachers, Science Instruction
Download full textWhat Works Clearinghouse, 2021
Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify…
Descriptors: Science Instruction, Intervention, Teaching Methods, Inquiry
What Works Clearinghouse, 2021
Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify…
Descriptors: Inquiry, Science Instruction, Science Process Skills, Teaching Methods
What Works Clearinghouse, 2021
Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify…
Descriptors: Intervention, Science Education, Educational Change, Inquiry
Wilkinson, Ian A. G.; Reznitskaya, Alina; Bourdage, Kristin; Oyler, Joseph; Glina, Monica; Drewry, Robert; Kim, Min-Young; Nelson, Kathryn – Language and Education, 2017
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students' argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking,…
Descriptors: Teaching Methods, Faculty Development, Dialogs (Language), Video Technology
