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Direct linkJens Steinwachs; Helge Martens – Science Education, 2025
Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective.…
Descriptors: Preservice Teachers, Teaching Experience, Science Teachers, Preservice Teacher Education
Peer reviewedSchoon, Kenneth J.; Boone, William J. – Science Education, 1998
Measures both teaching efficacy and the holding of specific alternative conceptions of preservice elementary teachers (N=619). Uses a survey to determine the relationship between teaching efficacy and certain alternative conceptions. Contains 77 references. (DDR)
Descriptors: Concept Formation, Elementary Education, Elementary School Science, Higher Education
Peer reviewedMunby, Hugh; Cunningham, Malcolm; Lock, Cinde – Science Education, 2000
Presents a detailed case study of a ninth grade science teacher to explain how school science constrains the development of her professional knowledge. Concludes that the version of experiment and inquiry seemingly prescribed by the institutional science of school is antithetical to the sort of explanatory inquiry the teacher uses when planning…
Descriptors: Faculty Development, High Schools, Knowledge Base for Teaching, Reflective Teaching
Peer reviewedPuttick, Gillian M.; Rosebery, Ann S. – Science Education, 1998
Examines a beginning elementary teacher's experiences participating in an educational research project and her work in the classroom to bring her students' ideas into contact with accepted scientific ideas and practices. The project explored an approach to professional development that engaged teachers in learning and viewing science as a socially…
Descriptors: Beginning Teachers, Case Studies, Classroom Techniques, Elementary Education
