Most accounts of affect and motivation in the science education literature have discussed them as relevant to, but distinct from, disciplinary pursuits. These include Pintrich's seminal work on affective and motivational factors in learning science (P. R. Pintrich, 1999, 2003; P. R. Pintrich & E. De Groot, 1990; P. R. Pintrich, R. W. Marx,…

The author felt comfortably settled in her career. She had been teaching middle school science for seven years. She attended cutting-edge classes in college, received a master's degree in educational technology, earned a license in administration, and had attended a variety of classes and professional development workshops. Looking back, she…

This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a…

This paper offers practical procedures and suggestions on initiating and carrying out naturalistic classroom observation of the type used in the Learning in Science Project in New Zealand (1980). The initiation of the research requires sensitivity and patience. Once in the classroom the overriding aim is to be unobtrusive and to achieve acceptance…

In a study to evaluate an approach for improving the critical thinking skills of middle school science students, 60 students were given the assignment of completing three guided laboratory activities and writing a report for each. In writing their reports, students were expected to identify the manipulated variable, identify the responding…