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Direct linkSteven L. Kramer; Janie Scull; Andrew Porter; Christine M. Massey; F. Joseph Merlino; John Y. Baker – Journal of Research in Science Teaching, 2024
This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in…
Descriptors: Academic Achievement, Cognitive Science, Science Achievement, Active Learning
Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D. – Journal of Research in Science Teaching, 2016
As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…
Descriptors: Elementary School Teachers, English Language Learners, Intervention, Knowledge Base for Teaching
Salloum, Sara; Abd-El-Khalick, Fouad – Journal of Research in Science Teaching, 2010
This study further extends a conceptual framework that explores science teaching as a "practice" not reducible to the application of formal knowledge, but as informed by teachers' practical-moral knowledge. A hermeneutic model was developed to examine practical-moral knowledge "indirectly" by investigating teachers'…
Descriptors: Observation, Physical Sciences, Science Teachers, Case Studies
