Explores a way to analyze and describe learning derived from both constructivist theoretical considerations and classroom practice. Presents a model describing possible student responses during science lessons. Provides a rationale on the basis of both constructivist theory and tests of the model in middle school science classes. Contains 42…

Describes the extent to which an elementary teacher used teaching principles based on constructivism after attending an inservice program. Use of the new principles was influenced by his views of science and of learning, how he usually planned his teaching, and his confidence in his own understanding of the topic. Describes inservice program based…

This study describes an elementary science model of professional development through mentoring by university science education professors working with teachers at a private elementary school in a regional city in Queensland, Australia. A cross-cultural collaboration involving professors from the United States and Australia resulted in the socially…

Presents a learning model for science education and describes teacher interventions derived from the model to produce cognitive restructuring. Demonstrates how teacher interventions may be developed through a series of interventions, related activities, and comments. (MDH)

Reflection is a key aspect of the practicum experience for preservice teachers at the University of Central Queensland (Australia). However, ensuring that reflection occurs has been somewhat problematic. A study was conducted to explore how theoretical constructs based on learning theory can be used to guide the function of the practicum and the…