Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers…

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'…

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…

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…

Investigates the relationship of subject matter knowledge in science and the patterns of entering, leaving, and remaining in the teaching profession among college graduates trained as science teachers. Science subject matter knowledge was found to have significant (P=0.01) effect on the likelihood of being a nonrecruited versus a career teacher…

Explores the relationship between subject matter and secondary science teacher identity, or sense of self. Develops a multidimensional model of identity and discusses the role of subject matter in the teachers' descriptions of who they are. Contains 30 references. (DDR)

Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)

Describes the knowledge base of a group of science teachers as related to the structure, function, and development of their disciplines and their understanding of the nature of science. Twenty teachers participated in this study and their knowledge base was found lacking in all respects. The assumption was that teacher preparation programs are not…

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.…

Seeks to understand how one preservice elementary teacher's experiences within the context of reflective science-teacher education influenced the development of professional knowledge. Contains 36 references. (DDR)

Reports a study of the quality and extent of understanding of certain well-known theoretical concepts which are held by prospective teachers (N=173) of chemistry in Yemen. Results indicate that teacher understanding ranges from a partial understanding with a specific misconception to no understanding. Contains 25 references. (DDR)

Reports on the views and attitudes of secondary science teachers (n=27) toward lesson planning. Describes teacher decisions, the things they take into account, what they ascribe the most importance to, time spent, the source of their knowledge, and how they evaluate the results. Contains 46 references. (Author/WRM)

Explores the beliefs of inservice teachers about a demonstration classroom component of an in-service program. Results suggest that the demonstration classroom concept is worth further consideration. Contains 57 references. (DDR)

Addresses the teacher's role in the integration of science and technology studies within an educational reform in Israeli junior high schools. Concludes that a realistic goal would be to enable science and technology teachers to cooperate with one another. Contains 35 references. (DDR)