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Direct linkKayumova, Shakhnoza; Tippins, Deborah – Cultural Studies of Science Education, 2016
Rational and operationalized views of science and what it means for teachers and students to know and enact legitimate science practices have dominated science education research for many decades (Fusco and Barton in "J Res Sci Teach" 38(3):337-354, 2001. doi: 10.1002/1098-2736(200103)38:3<337::AID-TEA1009>3.0.CO;2-0). Michalinos…
Descriptors: Affective Objectives, Science Education, Educational Practices, Theory of Mind
Kinghorn, Brian Edward – Teacher Education and Practice, 2014
SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…
Descriptors: Elementary School Teachers, Science Education, Science Instruction, Teaching Experience
Devitt, Adam – Science and Children, 2011
State and national standards have shifted what science learning should be from "plug and chug" formulas, to deep understanding of natural phenomena, competence developing ideas through the inquiry process, and even communicating scientific ideas among their communities (NRC 2007). By inquiring into his own teaching endeavors, the author continues…
Descriptors: Science Instruction, National Standards, State Standards, Teaching Methods
Mertler, Craig A. – Mid-Western Educational Researcher, 2009
Data-driven instructional decision making (or D-DIDM) is a "process by which educators examine [data] in order to identify student strengths and deficiencies" (Mertler, 2007). My view of the process of D-DIDM merges three critical educational practices: classroom-based (or site-based) action research, assessment of student learning, and…
Descriptors: Action Research, Educational Practices, Reflective Teaching, Teaching Methods
