The past half-century has witnessed a dramatic increase in the scale and complexity of scientific research. The growing scale of science has been accompanied by a shift toward collaborative research, referred to as "team science." Scientific research is increasingly conducted by small teams and larger groups rather than individual…

The core practice of professional scientists is inquiry, often referred to as research. If educators are to prepare students for a role in the professional scientific and technological community, exposing them to inquiry-based learning is essential. Despite this, inquiry-based teaching and learning (IBTL) remains relatively rare, possibly due to…

In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed…

Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of seven long-term three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the…

This guide is meant to assist mentors and advisors in understanding how they might help students identify and respond to the challenges of becoming scientists or engineers. The guide--intended for faculty members, teachers, administrators, and others who advise and mentor students of science and engineering--attempts to summarize features that are…

This report describes the first year of the funded professional development activities in the Title IIB Math and Science Partnership (MSP) projects in the Northwest Region and the evaluation models. The analysis is structured around the factors of professional development associated with changes in teacher knowledge and practice. This study is…

Since the "National Science Education Standards" were published in 1996, it has become apparent that the standards did not provide sufficient guidance on the key topics needed for implementation. Assessment was identified as a topic requiring more detail and guidance, as well as scientific inquiry, technology in the science curriculum,…

Science education standards are criteria by which to judge the quality of what students know and are able to do, of the science programs that provide the opportunity for students to learn science, of science teaching, of the system that supports science teachers and programs, and of assessment practices and policies. This document summarizes the…

This report provides an analysis of the Eisenhower Professional Development program. It briefly considers the educational context within which the 103d Congress acted to convert the Dwight D. Eisenhower Mathematics and Science Education Act into the current program covering a much broader array of subject areas and briefly reviews the structure of…

The purpose of this science education document is to provide resources and advice for teachers, professional development personnel, and teacher educators to help them implement state standards in Oregon's schools. To move all students to these standards, educators must have an environment where several things occur: (a) all teachers are informed…

The Model Science Lab, a constructivist approach to teaching, strengthens urban science teachers' teaching practice. The retention rate of Houston science teachers who took part in the program was found to be very high and the cost of the Model Science Lab has proven less expensive per student than most other professional development options.

This document responds to the need for more people to acquire the necessary knowledge and skills to lead and support changes in how science and mathematics are taught in classrooms, schools, and districts. This document is a set of learning activities that helps those supporting reform efforts to deepen their knowledge about science and…

The 422 Presidential Science Honorees (1980-86) participated in a Delphi study composed of two surveys regarding their professional reading patterns including science education journals, general education journals, science indexes, and general education indexes. Demographic information about the respondents is provided. (Author/YP)

Descriptions and implications of five stages of professional development of science teachers are provided. Behavioral characteristics for each stage are stressed. (CW)

This document describes some of the prominent beliefs about how students construct knowledge. These beliefs are guiding principles that teachers can use to implement instructional strategies that facilitate learning. Instructional examples in mathematics and science follow each principle to help the reader envision how the principle promotes…