NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers.
Peer reviewed Peer reviewed
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
Subject Matter Competence and the Recruitment and Retention of Secondary School Science Teachers.
Peer reviewed Peer reviewed
Shugart, Sanford; Hounshell, Paul B. – Journal of Research in Science Teaching, 1995
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…
Descriptors: Higher Education, Knowledge Base for Teaching, Science Education, Science Teachers
Science--and Me: Subject Matter and Identity in Secondary School Science Teachers.
Peer reviewed Peer reviewed
Helms, Jenifer V. – Journal of Research in Science Teaching, 1998
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)
Descriptors: Knowledge Base for Teaching, Science Education, Science Teachers, Secondary Education
An Exploratory Study of the Knowledge Base for Science Teaching.
Peer reviewed Peer reviewed
Abd-El-Khalick, Fouad; BouJaoude, Saouma – Journal of Research in Science Teaching, 1997
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…
Descriptors: Knowledge Base for Teaching, Science Education, Science Instruction, Science Teachers
Enhancing the Practice of Physics Teachers: Mechanisms for the Generation and Sharing of Knowledge and Understanding in Collaborative Action Research.
Peer reviewed Peer reviewed
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
Prospective Chemistry Teachers' Conceptions of the Conservation of Matter and Related Concepts.
Peer reviewed Peer reviewed
Haidar, Abdullateef – Journal of Research in Science Teaching, 1997
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)
Descriptors: Chemistry, Concept Formation, Educational Strategies, Foreign Countries
Beginning Science Teacher Cognition and Its Origins in the Preservice Secondary Science Teacher Program.
Peer reviewed Peer reviewed
Adams, Paul E.; Krockover, Gerald H. – Journal of Research in Science Teaching, 1997
Identifies the major tenets of a preservice secondary education program, knowledge structures that beginning science teachers have constructed about the teaching and learning of science, and the correlation between them. Findings indicate that aspects of the program such as student-centered learning, cooperative learning, general pedagogical…
Descriptors: Constructivism (Learning), Cooperative Learning, Higher Education, Knowledge Base for Teaching
Science Teachers' Views and Practices in Planning for Teaching.
Peer reviewed Peer reviewed
Sanchez, Gaspar; Valcarcel, M. Victoria – Journal of Research in Science Teaching, 1999
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)
Descriptors: Foreign Countries, Knowledge Base for Teaching, Lesson Plans, Science Teachers
Teachers' Understanding of the Nature of Science and Classroom Practice: Factors That Facilitate or Impede the Relationship.
Peer reviewed Peer reviewed
Lederman, Norman G. – Journal of Research in Science Teaching, 1999
Delineates factors which facilitate or impede the relationship between classroom practices and teachers' understanding of the nature of science. Finds that teachers' conceptions of science do not necessarily influence classroom practice, though teachers' level of experience, intentions and perceptions of students were critically influential on…
Descriptors: Biology, Knowledge Base for Teaching, Science Teachers, Scientific Principles
Beginning Teachers: Beliefs and Classroom Actions.
Peer reviewed Peer reviewed
Simmons, Patricia E.; Emory, Allen; Carter, Tim; Coker, Teresa; Finnegan, Brian; Crockett, Denise; Richardson, Lon; Yager, Robert; Craven, John; Tillotson, John; Brunkhorst, Herbert; Twiest, Mark; Hossain, Kazi; Gallagher, James; Duggan-Haas, Don; Parker, Joyce; Cajas, Fernando; Alshannag, Qasim; McGlamery, Sheryl; Krockover, Jerry; Adams, Paul; Spector, Barbara; LaPorta, Tom; James, Bob; Rearden, Kristin; Labuda, Kay – Journal of Research in Science Teaching, 1999
Describes the research of a national collaborative consortium formed to investigate how the perceptions, beliefs and classroom performances of beginning secondary science teachers relate to their philosophies of teaching and their content pedagogical skills. Finds that teachers possessed a wide range of philosophies, and that observers' reports of…
Descriptors: Beginning Teachers, Knowledge Base for Teaching, Science Teachers, Secondary Education