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Science Teachers' Beliefs about Teaching and Learning Related to Content and Procedural Goals
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Verena Petermann; Andreas Vorholzer; Claudia von Aufschnaiter – Journal of Research in Science Teaching, 2025
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…
Descriptors: Foreign Countries, Science Teachers, Science Education, Teacher Attitudes
Elementary Teachers' Science Knowledge and Instructional Practices: Impact of an Intervention Focused on English Language Learners
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Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D. – Journal of Research in Science Teaching, 2016
As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…
Descriptors: Elementary School Teachers, English Language Learners, Intervention, Knowledge Base for Teaching
On the Nature of Teaching Nature of Science: Preservice Early Childhood Teachers' Instruction in Preschool and Elementary Settings
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Akerson, Valarie L.; Buzzelli, Cary A.; Donnelly, Lisa A. – Journal of Research in Science Teaching, 2010
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K-3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the…
Descriptors: Preservice Teachers, Scientific Principles, Science Instruction, Teaching Methods
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
The Influence of Primary Children's Ideas in Science on Teaching Practice.
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Akerson, Valarie L.; Flick, Lawrence B.; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Explores how children's ideas in science affect elementary science instruction by investigating whether and how three primary teachers recognize and react to student ideas. Finds that the experienced teacher with the highest level of content knowledge had the largest repertoire for eliciting and addressing student ideas, and the intern teacher's…
Descriptors: Classroom Communication, Elementary Education, Knowledge Base for Teaching, Science Education
Teachers' Understanding of the Nature of Science and Classroom Practice: Factors That Facilitate or Impede the Relationship.
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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.
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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
Influence of a Reflective Explicit Activity-based Approach on Elementary Teachers' Conceptions of Nature of Science.
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Akerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…
Descriptors: Concept Formation, Elementary Education, Epistemology, Knowledge Base for Teaching
Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers.
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Colburn, Alan; Bianchini, Julie A. – Journal of Research in Science Teaching, 2000
Describes researcher and teacher-researcher analyses of inquiry teaching of the nature of science to prospective elementary teachers. Discusses the difficulties with presenting a cogent and comprehensive picture of the nature of science, the teacher's pivotal role in initiating discussions of science and scientists' work, and the strengths and…
Descriptors: Action Research, Classroom Research, Elementary Education, Elementary School Teachers