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In Search of Well-Started Beginning Science Teachers: Insights from Two First-Year Elementary Teachers
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Avraamidou, Lucy; Zembal-Saul, Carla – Journal of Research in Science Teaching, 2010
The purpose of this qualitative case study was to explore what aspects of two first-year elementary teachers' practices were most consistent with an inquiry-based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the…
Descriptors: Investigations, Educational Change, Science Teachers, Teacher Attitudes
Influence of Guided Cycles of Planning, Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations.
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Zembal-Saul, Carla; Blumenfeld, Phyllis; Krajcik, Joseph – Journal of Research in Science Teaching, 2000
Examines changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Finds that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to improvements in the teachers' science…
Descriptors: Concept Formation, Elementary Education, Knowledge Base for Teaching, Knowledge Representation
Elementary Student Teachers' Science Content Representations.
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Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis – Journal of Research in Science Teaching, 2002
Reports on a study that examines the ways in which three prospective teachers approach representing science content within the context of their student teaching experiences. (Contains 51 references.) (DDR)
Descriptors: Elementary Education, Elementary School Teachers, Knowledge Base for Teaching, Preservice Teachers