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The Effect of Professional Development on Elementary Science Teachers' Understanding, Confidence, and Classroom Implementation of Reform-Based Science Instruction
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Maeng, Jennifer L.; Whitworth, Brooke A.; Bell, Randy L.; Sterling, Donna R. – Science Education, 2020
Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD…
Descriptors: Faculty Development, Elementary School Science, Elementary School Teachers, Science Teachers
Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks
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Penuel, William R.; Turner, Michael L.; Jacobs, Jennifer K.; Horne, Katie; Sumner, Tamara – Science Education, 2019
The vision for science proficiency presented in "A Framework for K-12 Science Education" calls for significant shifts in both teaching and assessment. In this paper, we describe an effort to develop and validate a set of "proximal transfer tasks" for high school biology classrooms where teachers were implementing a…
Descriptors: Teaching Methods, Science Instruction, Guidelines, Elementary Secondary Education
Can Engaging in Science Practices Promote Deep Understanding of Them?
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Kuhn, Deanna; Arvidsson, Toi Sin; Lesperance, Rosianne; Corprew, Rainikka – Science Education, 2017
It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that science education should encompass scientific practice as well as science content. By participating in an intellectual community engaged in the broad range of activities that constitute scientific inquiry, rather than simply mastering isolated science…
Descriptors: Scientific Concepts, Concept Formation, Secondary School Science, Problem Based Learning
Experimental Analysis of the Effective Components of Problem-Based Learning
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Pease, Maria A.; Kuhn, Deanna – Science Education, 2011
Problem-based learning (PBL) is widely endorsed as a desirable learning method, particularly in science. Especially in light of the method's heavy demand on resources, evidence-based practice is called for. Rigorous studies of the method's effectiveness, however, are scarce. In Study 1, college students enrolled in an elementary physics course…
Descriptors: Learning Problems, Problem Based Learning, Physics, Teaching Methods
Building Sustainable Science Curriculum: Acknowledging and Accommodating Local Adaptation.
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Barab, Sasha Alexander; Luehmann, April Lynn – Science Education, 2003
Discusses the challenges of scaling out university-developed, project-based science curricula. Investigates what constitutes and why implement inquiry-based, project focused learning environments; the role of integrating technology to support their implementation; the value of engaging in design experiments for their development; the importance of…
Descriptors: Curriculum Design, Curriculum Development, Elementary Secondary Education, Inquiry
Learning To Teach Primary Science through Problem-Based Learning.
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Peterson, Raymond F.; Treagust, David F. – Science Education, 1998
Details a study exploring a problem-based learning framework used to develop preservice teachers' knowledge base for teaching and pedagogical reasoning ability. Emphasizes an undergraduate preservice science teacher education unit. Contains 30 references. (DDR)
Descriptors: Elementary Education, Foreign Countries, Higher Education, Knowledge Base for Teaching
Problem-Based Learning: Using Students' Questions to Drive Knowledge Construction
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Chin, Christine; Chia, Li-Gek – Science Education, 2004
This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge…
Descriptors: Learning Strategies, Problem Based Learning, Biology, Secondary School Students