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| Journal of Research in… | 4 |
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| Abd-El-Khalick, Fouad | 1 |
| Akerson, Valarie L. | 1 |
| Atwood, Ronald K. | 1 |
| Atwood, Virginia A. | 1 |
| Blumenfeld, Phyllis | 1 |
| Haidar, Abdullateef | 1 |
| Krajcik, Joseph | 1 |
| Lederman, Norman G. | 1 |
| Zembal-Saul, Carla | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
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| Yemen | 1 |
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Peer reviewedAtwood, Ronald K.; Atwood, Virginia A. – Journal of Research in Science Teaching, 1996
Investigates 49 preservice elementary teachers' conceptions of what causes the seasons using both a written procedure and a procedure that used models with verbal explanations. Results suggest that preservice elementary teachers are likely to show a high frequency of alternative conceptions of what causes the seasons and these conceptions are not…
Descriptors: Elementary School Science, Elementary School Teachers, Knowledge Base for Teaching, Misconceptions
Peer reviewedHaidar, Abdullateef – Journal of Research in Science Teaching, 1997
Reports a study of the quality and extent of understanding of certain well-known theoretical concepts which are held by prospective teachers (N=173) of chemistry in Yemen. Results indicate that teacher understanding ranges from a partial understanding with a specific misconception to no understanding. Contains 25 references. (DDR)
Descriptors: Chemistry, Concept Formation, Educational Strategies, Foreign Countries
Peer reviewedZembal-Saul, Carla; Blumenfeld, Phyllis; Krajcik, Joseph – Journal of Research in Science Teaching, 2000
Examines changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Finds that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to improvements in the teachers' science…
Descriptors: Concept Formation, Elementary Education, Knowledge Base for Teaching, Knowledge Representation
Peer reviewedAkerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…
Descriptors: Concept Formation, Elementary Education, Epistemology, Knowledge Base for Teaching
