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A Study of Practical-Moral Knowledge in Science Teaching: Case Studies in Physical Science Classrooms
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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
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
Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers.
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De Jong, Onno; And Others – Journal of Research in Science Teaching, 1995
Presents a case study of problems that can occur when teaching the topic of redox reactions to grade-11 students. Concludes that the teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Discusses implications for improvement of current chemistry classroom practice and content-related teacher…
Descriptors: Foreign Countries, Interviews, Knowledge Base for Teaching, Observation
Teacher and School Characteristics and Their Influence on Curriculum Implementation
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Roehrig, Gillian H.; Kruse, Rebecca A.; Kern, Anne – Journal of Research in Science Teaching, 2007
Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, [1998]; Powell & Anderson, [2002]). This research examines the implementation of a…
Descriptors: Classrooms, Urban Schools, Chemistry, Institutional Characteristics
Enhancing the Practice of Physics Teachers: Mechanisms for the Generation and Sharing of Knowledge and Understanding in Collaborative Action Research.
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Feldman, Allan – Journal of Research in Science Teaching, 1996
Examines ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Results indicate that mechanisms for enhancement of normal practice include anecdote telling, trying out ideas, and systematic inquiry. Contains 66 references.…
Descriptors: Action Research, Cooperation, Inquiry, Interviews
Teaching Evolutionary Biology: Pressures, Stress, and Coping
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Griffith, Joyce A.; Brem, Sarah K. – Journal of Research in Science Teaching, 2004
Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting…
Descriptors: Teacher Effectiveness, Personal Narratives, Scientific Literacy, Focus Groups