Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…

This article provides a description of a novel, attitude-focused, professional development intervention, and presents the results of an experimental pretest-posttest control group study investigating the effects of this intervention on primary teachers' personal attitudes toward science, attitudes toward teaching science, and their science…

This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

We report here on the first of two evaluations of a national project (Getting Practical: Improving Practical Work in Science--IPWiS) designed to improve the effectiveness of practical work in both primary and secondary schools in England. This first baseline evaluation of the effectiveness of practical work is based on a study of a diverse range…

This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The "Views of Nature of Science" questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and…

This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and…

Evaluated attainment of Nigerian Primary Education Improvement Program's objectives in terms of students' ability to practice process skills, their interest, active participation in and understanding of science lessons, and the availability of materials and ease of preparing and teaching the lessons for teachers. (Author/SK)

A large number of American elementary school students are now studying science using the hands-on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the "National Science Education Standards," is that children should…

Compared the effect of a traditional "Star Show" program and a "Participatory Oriented Program" in a small, educational planetarium on elementary school students' (N=556) achievement and attitudes. Results indicate that the latter, activity-oriented program is superior to the "Star Show" program. (JN)

Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external…

This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic…

This article is about one school district's effort to reform its elementary science curriculum through a program of professional development called Science, Parents, Activities and Literature (Science PALs). The differential exposure of the district's K-6 teachers to Science PALs and differences in how well teachers implemented Science PALs-type…

Twenty-seven elementary teachers participated in a National Science Foundation-sponsored energy education in-service program and 27 elementary teachers served as a control group. Results from the "Energy Inventory," developed by BSCS, indicated significant changes in knowledge possessed and opinions held about energy were achieved by…

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through…