Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…

This investigation was guided by the following research questions: (1) how do teachers' understandings of the nature of science influence classroom practice?; and (2) what factors facilitate or impede the influence of teachers' understandings on classroom practice? An in-depth, year long assessment of the classroom practices and goals of five…

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…

Delineates factors which facilitate or impede the relationship between classroom practices and teachers' understanding of the nature of science. Finds that teachers' conceptions of science do not necessarily influence classroom practice, though teachers' level of experience, intentions and perceptions of students were critically influential on…

Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…