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Direct linkMakwinya, Noel M.; McKinnon, David H.; Lummis, Geoffrey W. – International Journal of Science Education, 2022
Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. "Case study research: Design and methods" 5th ed. SAGE) to investigate their concerns in dealing with this…
Descriptors: Science Teachers, Science Instruction, Case Studies, Teacher Attitudes
Haug, Berit S.; Ødegaard, Marianne – International Journal of Science Education, 2015
Formative assessment, and especially feedback, is considered essential to student learning. To provide effective feedback, however, teachers must act upon the information that students reveal during instruction. In this study, we apply a framework of formative assessment to explore how sensitive teachers are to students' thoughts and ideas when…
Descriptors: Formative Evaluation, Feedback (Response), Teacher Student Relationship, Elementary School Teachers
Falk, Hedda; Brill, Gilat; Yarden, Anat – International Journal of Science Education, 2008
Adapted primary literature (APL) refers to an educational genre specifically designed to enable the use of research articles for learning biology in high school. The present investigation focuses on the pedagogical content knowledge (PCK) of four high-school biology teachers who enacted an APL-based curriculum in biotechnology. Using a…
Descriptors: Pedagogical Content Knowledge, Biology, Science Instruction, Secondary School Teachers
