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Mercanti-Anthony, M.-J. – Educational Leadership, 2022
One experienced school administrator shares two common misconceptions about teaching and learning that he once thought were the gold standards, then reflects on how adaptive leaders must continuously learn themselves, shifting their practices when and where it is necessary to provide the best education for students.
Descriptors: Misconceptions, Leadership Qualities, Leadership Styles, Administrator Role
Patrick B. Johnson; Corinna Singleman; Jennifer Valad; Eva Fernandez; Nathalia Holtzman – College Teaching, 2025
This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP).…
Descriptors: College Mathematics, Mathematics Teachers, Mathematics Instruction, College Faculty
Carolina Orozco Donneys; Eduardo Arbelaez; Karen Londoño Isaza; Isabella Hernández Zúñiga; Isabella Alegría; Anna I. Castellanos; Camila Arevalo; Sebastián Victoria; Nazly Camila Majin; Laura España; Nicol Tatiana Guevara; Ana Isabella Trujillo; Norma Murillo; Jose Dario Perea – European Journal of STEM Education, 2024
Background: Fostering students' interest in careers in Science, Technology, Engineering, and Mathematics (STEM) is one of the main objectives of current education. However, stereotypical beliefs about STEM careers and their difficulty often exist among elementary and high school students, especially in Latin American countries where access to…
Descriptors: Foreign Countries, STEM Education, Student Attitudes, Misconceptions
Senyigit, Çigdem; Önder, Fatih; Silay, Ilhan – i.e.: inquiry in education, 2021
The purpose of this research was to investigate the effect of simulation-supported inquiry-based learning on pre-service teachers' conceptual understanding of capacitors. The participants consisted of 50 pre-service teachers studying at a state university in Turkey. The participants were divided into two groups of 25 each on the basis of their…
Descriptors: Active Learning, Inquiry, Physics, Science Instruction
Pieschl, Stephanie; Budd, Janene; Thomm, Eva; Archer, Jennifer – Psychology Learning and Teaching, 2021
Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two…
Descriptors: Metacognition, Preservice Teachers, Misconceptions, Preservice Teacher Education