Reforms such as the Next Generation Science Standards (NGSS) call for substantial change in teacher practice such as instruction that is more phenomenon-based, three-dimensional, supportive of student epistemic agency, and coherent from the student perspective. Such change requires ongoing support in the form of aligned curricular materials and…

Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a…

This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I…

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban…

While research on and development of evidence-based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher-centered systemic reform model as a framework, we explore the connection between chemistry instructors' beliefs about teaching and learning…

Student positions on the relationship between biological evolution and divine creation have been examined in a range of contexts, and although there is evidence that students can change their position on the relationship over a period of study, these changes have not been well characterized or fully quantified. To investigate student changes in…

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…

The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n = 12) were enrolled in a 9-month teacher education program at an urban…

Assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) on the concerns and attitudes of 85 preservice elementary teachers. Results indicate that neither traditional nor CBAM methods courses proved superior in affecting concerns or attitudes of the preservice teachers.…

Results from studies dealing with students' views toward science teachers/classes, usefulness of science study, and what it is like to be a scientist are reviewed and analyzed. Studies include National Assessment of Educational Progress data and data from an Iowa follow-up study and a study of a large school district. (JN)

Determined whether small groups would stimulate creativity more than individualized learning environments for fifth- and sixth-grade students (N=111). Results indicated that small groups were more creative with electrical circuits and that this grouping format should be used in elementary classes. (Author/DH)

A matching model of instruction on independent variables of need level, cognitive style, and locus of control resulted in improved attitude toward science in general for ninth-grade physical science students (N=574). Although achievement and other attitudes did not improve, empirical evidence suggests some matching is better than none. (DH)

This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first-grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of…

This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students. Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their…

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)