Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

This study examines the impact of standards-based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher involvement in professional learning communities.…

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…

The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the…

Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous…

The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological…

This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer-directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and…

This study assessed the influence of a 3-year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS-B and associated interviews the researchers…

This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights…

Explores oral and written works (plays and rap songs) of students in a sixth grade, all African American, urban science class to reveal ways in which affective and social aspects are intertwined with student cognition. Interprets student work in terms of the meeting of various genres brought by students and teachers into the classroom. (Contains…

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…

To promote large-scale science education reform, developers must create innovations that teachers can use to learn and enact new practices. As part of an urban systemic reform effort, science materials were designed to reflect desired reforms and to support teacher thinking by addressing necessary content, pedagogy, and pedagogical content…

Discusses meanings of the term "teacher research," a rationale for preparing teachers to do research as they learn to teach, and ways to educate prospective teachers as researchers. Contains 59 references. (DDR)

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be…