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Peer reviewedSimmons, 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
Peer reviewedZembal-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
Peer reviewedZembal-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
Peer reviewedKennedy, Mary M. – Journal of Research in Science Teaching, 1998
Raises the question of what elementary and secondary teachers need to know to teach mathematics and science. Outlines the kind of subject matter knowledge teachers need to learn during their higher education years in mathematics and science. Contains 44 references. (DDR)
Descriptors: Academic Standards, Educational Change, Elementary Secondary Education, Higher Education
Peer reviewedvan Zee, Emily H. – Journal of Research in Science Teaching, 1998
Discusses meanings of the term "teacher research," a rationale for preparing teachers to do research as they learn to teach, and ways to educate prospective teachers as researchers. Contains 59 references. (DDR)
Descriptors: Action Research, Course Content, Elementary Education, Higher Education
Peer reviewedRadford, David L. – Journal of Research in Science Teaching, 1998
Project LIFE, a state systemic initiatives professional development program for middle-grade life science teachers, has been successful in improving the science content knowledge, process skills, and attitudes toward teaching science of the teachers participating in the project. The essential characteristics of this project are described as a…
Descriptors: Educational Change, Elementary Secondary Education, Knowledge Base for Teaching, Knowledge Level
Peer reviewedAkerson, 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
Peer reviewedColburn, 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
Peer reviewedBencze, Larry; Hodson, Derek – Journal of Research in Science Teaching, 1999
Describes how two teachers collaborated with a university-based researcher/teacher educator to design and implement more authentic science in a grade 7 classroom. Discusses the ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted their…
Descriptors: Action Research, College School Cooperation, Educational Change, Foreign Countries
Peer reviewedSmith, Deborah C.; Anderson, Charles W. – Journal of Research in Science Teaching, 1999
Describes a physics course designed to engage preservice elementary teachers in the practices and discourses of science through activities that would later be used with children. Presents an account of preservice teachers' progress in inventing and testing models, working with empirical data, critically evaluating and using authoritative sources,…
Descriptors: Cognitive Processes, Course Descriptions, Discourse Analysis, Elementary Education
Direct linkMulholland, Judith; Wallace, John – Journal of Research in Science Teaching, 2005
Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career--as a student teacher, beginning teacher, and…
Descriptors: Beginning Teachers, Teacher Characteristics, Figurative Language, Student Teachers
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
