NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Stories, Proverbs, and Anecdotes as Scaffolds for Learning Science Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Mutonyi, Harriet – Journal of Research in Science Teaching, 2016
Few research studies in science education have looked at how stories, proverbs, and anecdotes can be used as scaffolds for learning. Stories, proverbs, and anecdotes are cultural tools used in indigenous communities to teach children about their environment. The study draws on Bruner's work and the theory of border crossing to argue that stories,…
Descriptors: Science Instruction, Teaching Methods, Scientific Concepts, Interviews
"Who Are You Callin' Expert?": Using Student Narratives to Redefine Expertise and Advocacy Lower Track Science
Peer reviewed Peer reviewed
Direct linkDirect link
Yerrick, Randy; Schiller, Jennifer; Reisfeld, Jennifer – Journal of Research in Science Teaching, 2011
The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they…
Descriptors: Teacher Effectiveness, Focus Groups, Science Education, Teaching Methods
Making Formative Assessment Discernable to Pre-Service Teachers of Science
Peer reviewed Peer reviewed
Direct linkDirect link
Buck, Gayle A.; Trauth-Nare, Amy; Kaftan, Juliann – Journal of Research in Science Teaching, 2010
The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course…
Descriptors: Preservice Teacher Education, Methods Courses, Teacher Education Curriculum, Action Research
The Road to Culturally Relevant Science: Exploring How Teachers Navigate Change in Pedagogy
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Carla C. – Journal of Research in Science Teaching, 2011
In this study, two middle-school teachers who participated in a professional development program utilizing the transformative professional development (TPD) model are followed as they embarked upon becoming culturally relevant science teachers of Hispanic students. Using Ladson-Billings (1994) theory of culturally relevant pedagogy, teacher…
Descriptors: Middle School Teachers, Science Teachers, Hispanic American Students, Culturally Relevant Education
International Assessment: A Rasch Model and Teachers' Evaluation of TIMSS Science Achievement Items
Peer reviewed Peer reviewed
Direct linkDirect link
Glynn, Shawn M. – Journal of Research in Science Teaching, 2012
The Trends in International Mathematics and Science Study (TIMSS) is a comparative assessment of the achievement of students in many countries. In the present study, a rigorous independent evaluation was conducted of a representative sample of TIMSS science test items because item quality influences the validity of the scores used to inform…
Descriptors: Foreign Countries, Item Response Theory, Psychometrics, Science Tests
The Challenge of Altering Elementary School Teachers' Beliefs and Practices Regarding Linguistic and Cultural Diversity in Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Okhee; Luykx, Aurolyn; Buxton, Cory; Shaver, Annis – Journal of Research in Science Teaching, 2007
This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six…
Descriptors: Urban Schools, Intervention, Focus Groups, Academic Achievement