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Direct linkWestbroek, Hanna B.; van Rens, Lisette; van den Berg, Ed; Janssen, Fred – International Journal of Science Education, 2020
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual…
Descriptors: Formative Evaluation, Individualized Instruction, Student Evaluation, Science Teachers
Navy, Shannon L.; Maeng, Jennifer L.; Bell, Randy L.; Kaya, Fatma – International Journal of Science Education, 2021
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers' reform-based instruction, little is known about new science…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Secondary School Teachers, Science Teachers
Hackman, Salomey Tardy; Zhang, Danhui; He, Jingwen – International Journal of Science Education, 2021
Many Liberian teachers have limited experiences and low efficacy for teaching science, technology, engineering, and mathematics (STEM), which results in students receiving little preparation and having low levels of motivation to pursue STEM careers in Liberia. Teacher attitudes are central for efficient teaching STEM. However, little is known…
Descriptors: Secondary School Teachers, Science Teachers, Teacher Attitudes, STEM Education
Makwinya, 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
Hwang, Seyoung – International Journal of Science Education, 2011
This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and…
Descriptors: Foreign Countries, Research Methodology, Science Teachers, Science Curriculum
Ramnarain, Umesh Dewnarain – International Journal of Science Education, 2011
The apartheid policies in South Africa had a marked influence on the accessibility and quality of school science experienced by the different race groups. African learners in particular were seriously disadvantaged in this regard. The issues of equity and redress were foremost in transformation of the education system, and the accompanying…
Descriptors: Curriculum Implementation, Blacks, White Students, Curriculum Development
