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Direct linkWheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L. – International Journal of Science Education, 2015
This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control…
Descriptors: Mixed Methods Research, Control Groups, Experimental Groups, Comparative Analysis
Mulvey, Bridget K.; Bell, Randy L. – International Journal of Science Education, 2017
Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…
Descriptors: Scientific Concepts, Science Instruction, Faculty Development, Teaching Methods
Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L. – Journal of Research in Science Teaching, 2016
Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…
Descriptors: Special Education, Special Education Teachers, Science Instruction, Teacher Attitudes
Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C. – Journal of Research in Science Teaching, 2013
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…
Descriptors: Technology Integration, Teacher Education Programs, Learning Theories, Preservice Teachers
Bell, Randy L.; Matkins, Juanita Jo; Gansneder, Bruce M. – Journal of Research in Science Teaching, 2011
This mixed-methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional…
Descriptors: Investigations, Control Groups, Preservice Teachers, Elementary School Science
Smetana, Lara K.; Bell, Randy L. – Journal of Science Education and Technology, 2014
Studies considering whole-class use of computer simulations are limited, despite the increasing interest in this mode of use. The current study explored how a collection of computer simulations was integrated into both whole-class and small-group instructional settings during a high school chemistry unit on atomic structure. Participants included…
Descriptors: Computer Simulation, Teaching Methods, Large Group Instruction, Small Group Instruction
Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L. – Journal of Science Education and Technology, 2013
This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…
Descriptors: Science Teachers, Preservice Teachers, Masters Programs, Technology Uses in Education
