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Direct linkTsybulsky, Dina; Oz, Atar – Journal of Science Teacher Education, 2019
The current research is based on the phenomenological-qualitative paradigm. The goal was to examine the significant experiences, attitudes, and pedagogical practices of 17 Israeli student teachers in the science-teaching track regarding the use of project-based learning (PBL) as a pedagogical method, which they implemented in elementary schools…
Descriptors: Science Teachers, Program Implementation, Problem Based Learning, Elementary Schools
Lee, Okhee; Miller, Emily C.; Januszyk, Rita – Journal of Science Teacher Education, 2014
The Next Generation Science Standards (NGSS) offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underserved in science classrooms. The NGSS have addressed issues of diversity and equity from their inception, and the NGSS…
Descriptors: Academic Standards, State Standards, Student Diversity, Equal Education
Siegel, Marcelle A. – Journal of Science Teacher Education, 2014
This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers' understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice…
Descriptors: Preservice Teachers, Expertise, English Language Learners, Student Evaluation
Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K. – Journal of Science Teacher Education, 2013
The assertion that general reform-based science teaching practices (GRBSTPs) can facilitate nature of science (NOS) instruction has been mentioned in the literature, but rigorous and transparent empirical substantiation for this claim has not been made. This investigation empirically demonstrates an association between thirteen experienced…
Descriptors: Experienced Teachers, Educational Practices, Scientific Principles, Science Instruction
Peer reviewedMarek, Edmund A.; And Others – Journal of Science Teacher Education, 1994
Examines the long-term implementation of learning cycle science curricula introduced in National Science Foundation sponsored institutes delivered in 1985, 1987, and 1988. (LZ)
Descriptors: Inservice Teacher Education, Learning Processes, Program Effectiveness, Program Evaluation
Johnson, Carla C. – Journal of Science Teacher Education, 2007
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative, sustained, whole-school professional development and their implementation of standards-based instructional practices are the focus of this study. Participants were involved in their second year of the professional development…
Descriptors: Educational Change, Science Teachers, Professional Development, Teaching Methods
Abell, Sandra; Boone, William; Arbaugh, Fran; Lannin, John; Beilfuss, Meredith; Volkmann, Mark; White, Susan – Journal of Science Teacher Education, 2006
SMAR[squared]T: Science and Mathematics Academy for the Recruitment and Retention of Teachers is an NSF-funded project for the alternative certification of science and mathematics teachers. Since 2003, we have recruited 4 cohorts of students for 2 different routes to postbaccalaureate teacher certification for teaching grades 5-12. Because we did…
Descriptors: Teacher Recruitment, Science Teachers, Mathematics Teachers, Alternative Teacher Certification
