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Direct linkStrat, Tonje Tomine Seland; Jegstad, Kirsti Marie – Journal of Science Teacher Education, 2023
Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how IBSE is implemented in teacher education for primary and lower secondary levels (years 1-10) to prepare PSTs for their…
Descriptors: Science Teachers, Teacher Educators, Teacher Education Programs, Science Instruction
Tsaliki, Christina; Papadopoulou, Pinelopi; Malandrakis, George; Kariotoglou, Petros – Journal of Science Teacher Education, 2022
In the last 30 years, there has been an ongoing discussion about the effectiveness of Professional Development (PD) programs, which aims to promote reform-based Science Education (SE). Among the many, different trends of reform-based science teaching, inquiry-based approaches hold a dominant role. This study shows how teachers' practices were…
Descriptors: Faculty Development, Science Teachers, Educational Change, Science Instruction
S. C. Lee; G. Nugent; G. M. Kunz; J. Houston – Journal of Science Teacher Education, 2024
Research has highlighted the significant decline in teachers' implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of follow-up support. Even science teachers who have participated in intensive PD programs often encounter challenges in integrating new teaching practices…
Descriptors: Coaching (Performance), Science Teachers, Inquiry, Teaching Methods
Bielik, Tom; Finnie, Kellie; Peek-Brown, Deborah; Klager, Chris; Touitou, Israel; Schneider, Barbara; Krajcik, Joseph – Journal of Science Teacher Education, 2022
To meet the demands of the Next Generation Science Standards (NGSS), teachers need to reconsider their current instructional practices, shifting from learning about scientific ideas to making sense of phenomena and solving problems using three-dimensional learning components. Project-Based Learning (PBL) provides a framework for creating…
Descriptors: High School Teachers, Teacher Attitudes, Science Instruction, Science Curriculum
Edelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
Miller, Emily C.; Severance, Samuel; Krajcik, Joseph – Journal of Science Teacher Education, 2021
In "A Framework for K-12 Science Education," researchers call for teachers to make dramatic shifts in practice -- and sustain in these changes in practice -- so students can engage in rigorous and equitable three-dimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning.…
Descriptors: Elementary School Teachers, Science Curriculum, Science Instruction, Educational Change
Lee, Soon C.; Jack, Ashlie R.; Novacek, Greg – Journal of Science Teacher Education, 2022
Elementary students' interest in science and careers in STEM are typically associated with their curiosity along with engagement in science activities and whether they find these activities to be fun, exciting, and enjoyable. Thus, early exposure of elementary students to STEM lessons must be engaging and enjoyable, which in turn increases the…
Descriptors: Elementary School Teachers, Self Efficacy, Science Instruction, Intervention
Adler, Idit; Zion, Michal; Rimerman-Shmueli, Esther – Journal of Science Teacher Education, 2019
This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and…
Descriptors: Reflective Teaching, Cues, Metacognition, Active Learning
Cian, Heidi; Dsouza, Nikeetha; Lyons, Renee; Cook, Michelle – Journal of Science Teacher Education, 2017
As preservice teachers (PSTs) acquire experiences in their field, they confront difficulties implementing what they learned during their teacher education programs. The successful or unsuccessful outcomes of the challenges they face influence the development of their identity as teachers. One practice that many PSTs are encouraged to implement…
Descriptors: Influences, Mentors, Active Learning, Inquiry
Peters-Burton, Erin E.; Merz, Sydney A.; Ramirez, Erin M.; Saroughi, Maryam – Journal of Science Teacher Education, 2015
This study investigated the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry of 19 secondary earth science and biology teachers. The PD facilitator, who serves a…
Descriptors: Faculty Development, Self Efficacy, Science Instruction, Teacher Motivation
Cutucache, Christine E.; Leas, Heather D.; Grandgenett, Neal F.; Nelson, Kari L.; Rodie, Steven; Shuster, Robert; Schaben, Chris; Tapprich, William E. – Journal of Science Teacher Education, 2017
The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha…
Descriptors: Mentors, Inservice Teacher Education, Science Teachers, Science Instruction
Rees, Carol; Pardo, Richard; Parker, Jennifer – Journal of Science Teacher Education, 2013
This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1-9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of…
Descriptors: Preservice Teachers, Practicums, Science Instruction, Inquiry
Nivalainen, Ville; Asikainen, Mervi A.; Hirvonen, Pekka E. – Journal of Science Teacher Education, 2013
This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. A total of 32 pre-service teachers (physics, mathematics, and chemistry majors) participated in the study. Each participant wrote a reflective essay after completing…
Descriptors: Physics, Preservice Teacher Education, Science Instruction, Science Laboratories
Morrison, Judith A. – Journal of Science Teacher Education, 2013
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The origins of these conceptions were explored in order to establish how best to improve elementary teachers' understanding and implementation of inquiry science teaching. Four focus group sessions were held as well as classroom observations.…
Descriptors: Elementary School Teachers, Teacher Effectiveness, Teacher Attitudes, Inquiry
Kang, Emily J. S.; Bianchini, Julie A.; Kelly, Gregory J. – Journal of Science Teacher Education, 2013
Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry…
Descriptors: Preservice Teachers, Science Teachers, Secondary School Teachers, Inquiry
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