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Linking Brain Principles to High-Quality Early Childhood Education
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Rushton, Stephen; Juola-Rushton, Anne – Exchange: The Early Childhood Leaders' Magazine Since 1978, 2011
Many educators are already knowledgeable about and skilled in best practices. And much of what is happening in developmentally appropriate programs exemplifies "brain compatible" practices. Being educated in the connections between best practices and brain compatibility is an important part of the knowledge base of early childhood educators. Just…
Descriptors: Early Childhood Education, Developmentally Appropriate Practices, Brain, Teacher Student Relationship
Development of Syntactic Subject Matter Knowledge and Pedagogical Content Knowledge for Science by a Generalist Elementary Teacher
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Anderson, Dayle; Clark, Megan – Teachers and Teaching: Theory and Practice, 2012
The nature of knowledge needed for teaching elementary science and the development of such knowledge is a focus of ongoing research in science education. Internationally, there is a move to include scientific literacy as an aim of science education curricula. In order to teach such curricula teachers need two types of subject matter knowledge…
Descriptors: Communities of Practice, Elementary School Science, Teacher Characteristics, Scientific Principles
Derivation and Implementation of a Model Teaching the Nature of Science Using Informal Science Education Venues
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Spector, Barbara S.; Burkett, Ruth; Leard, Cyndy – Science Educator, 2012
This paper introduces a model for using informal science education venues as contexts within which to teach the nature of science. The model was initially developed to enable university education students to teach science in elementary schools so as to be consistent with "National Science Education Standards" (NSES) (1996) and "A Framework for…
Descriptors: Elementary Secondary Education, Scientific Principles, Experiential Learning, Science Education
Preservice Elementary Students Meet Sagan's "Demon-Haunted World."
Nelson, Mike – 1999
This paper describes a course in which preservice elementary teachers read and discussed "The Demon-Haunted World: Science as a Candle in the Dark" by Carl Sagan. Students discussed their beliefs about the nature of science, teaching, and learning. The paper concludes that preservice teachers appeared to develop reflective and critical…
Descriptors: Elementary Education, Higher Education, Knowledge Base for Teaching, Preservice Teacher Education
Scope, Sequence and Coordination: The Iowa Project, A National Reform Effort in the USA.
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Yager, Robert E.; Weld, Jeffrey D. – International Journal of Science Education, 1999
Reports on the Iowa Project, a broad effort in 20 school districts where a Science-Technology-Society (STS) approach was emphasized through a constructivist philosophy of teaching and learning. Results indicate the project's success in four areas: strengthening teacher confidence and knowledge base, encouraging teachers' use of innovative…
Descriptors: Academic Achievement, Constructivism (Learning), Educational Change, Females
Development of a Comprehensive Undergraduate Science Education Program for Preparation of Elementary and Middle School Teachers.
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Ramey, Linda; Tomlin, James; Basista, Beth; Slattery, William – 1998
The traditional differences in philosophy and approaches to teaching and learning between colleges of education and sciences have been repeatedly cited as one of the major obstacles in providing appropriate teacher training programs. In an effort to alleviate this problem, Wright State University (Ohio) has fostered a unique environment through a…
Descriptors: Course Content, Educational Change, Elementary Education, Faculty Development