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Direct linkWheeldon, Ruth – International Journal of Science Education, 2017
The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year…
Descriptors: Science Education, Chemistry, Science Teachers, Preservice Teachers
Frumin, Kim; Dede, Chris; Fischer, Christian; Foster, Brandon; Lawrenz, Frances; Eisenkraft, Arthur; Fishman, Barry; Jurist Levy, Abigail; McCoy, Ayana – International Journal of Science Education, 2018
Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), "International encyclopedia…
Descriptors: Communities of Practice, Faculty Development, Computer Mediated Communication, Science Instruction
Wahbeh, Nader; Abd-El-Khalick, Fouad – International Journal of Science Education, 2014
This study (a) assessed the influence of an integrated nature of science (NOS) instructional intervention on inservice secondary science teachers' understandings, retention of those understandings, and their NOS instructional planning and practices; and (b) examined factors that mediated the translation of teachers' NOS understandings into…
Descriptors: Science Teachers, Science Instruction, Secondary School Science, Pedagogical Content Knowledge
