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Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee – Journal of Research in Science Teaching, 2014
Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…
Descriptors: Elementary School Teachers, Elementary School Students, Elementary School Curriculum, Faculty Development
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Feldman, Allan – Journal of Research in Science Teaching, 1996
Examines ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Results indicate that mechanisms for enhancement of normal practice include anecdote telling, trying out ideas, and systematic inquiry. Contains 66 references.…
Descriptors: Action Research, Cooperation, Inquiry, Interviews
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Sullenger, Karen; Turner, Steve; Caplan, Hart; Crummey, Joe; Cuming, Rick; Charron, Cynthia; Corey, Beth – Journal of Research in Science Teaching, 2000
Investigates whether studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a teacher. Argues that a course studying the cultural wars over science contributes to prospective teachers' professional growth because it elicits tacit beliefs about school science as it introduces more complex understanding.…
Descriptors: Inquiry, Knowledge Base for Teaching, Preservice Teachers, Professional Development
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Sanchez, Gaspar; Valcarcel, M. Victoria – Journal of Research in Science Teaching, 1999
Reports on the views and attitudes of secondary science teachers (n=27) toward lesson planning. Describes teacher decisions, the things they take into account, what they ascribe the most importance to, time spent, the source of their knowledge, and how they evaluate the results. Contains 46 references. (Author/WRM)
Descriptors: Foreign Countries, Knowledge Base for Teaching, Lesson Plans, Science Teachers
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Schibeci, Renato A.; Hickey, Ruth – Journal of Research in Science Teaching, 2000
Explores the science content knowledge of elementary school teachers and its possible role in helping them teach effectively. Studies the issues in the context of an investigation of the views of elementary school teachers (n=106) who had participated in professional development courses that focused on the topic "natural and processed…
Descriptors: Adult Learning, Chemistry, Elementary School Teachers, Foreign Countries
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Akerson, Valarie L.; Flick, Lawrence B.; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Explores how children's ideas in science affect elementary science instruction by investigating whether and how three primary teachers recognize and react to student ideas. Finds that the experienced teacher with the highest level of content knowledge had the largest repertoire for eliciting and addressing student ideas, and the intern teacher's…
Descriptors: Classroom Communication, Elementary Education, Knowledge Base for Teaching, Science Education
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Zembal-Saul, Carla; Blumenfeld, Phyllis; Krajcik, Joseph – Journal of Research in Science Teaching, 2000
Examines changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Finds that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to improvements in the teachers' science…
Descriptors: Concept Formation, Elementary Education, Knowledge Base for Teaching, Knowledge Representation
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Griffith, Joyce A.; Brem, Sarah K. – Journal of Research in Science Teaching, 2004
Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting…
Descriptors: Teacher Effectiveness, Personal Narratives, Scientific Literacy, Focus Groups