NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy – Journal of Science Education and Technology, 2012
In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of…
Descriptors: Cooperation, Program Effectiveness, Science Teachers, Scientists
Inquiry Resources Collection as a Boundary Object Supporting Meaningful Collaboration in a Wiki-Based Scientist-Teacher Community
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Hye Jeong; Herbert, Bruce – Journal of Science Education and Technology, 2012
Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development…
Descriptors: Communities of Practice, Science Teachers, Beginning Teachers, Scientists
Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Saka, Yavuz – Journal of Science Education and Technology, 2013
To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…
Descriptors: Science Teachers, Faculty Development, Science Education, Educational Change
Targeted Support for Using Technology-Enhanced Science Inquiry Modules
Peer reviewed Peer reviewed
Direct linkDirect link
Varma, Keisha; Husic, Freda; Linn, Marcia C. – Journal of Science Education and Technology, 2008
Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a "targeted professional development approach."…
Descriptors: Elementary Secondary Education, Professional Development, Teaching Methods, Science Instruction
Hands-on at a Distance: Evaluation of a Temperature and Heat Distance Learning Course
Peer reviewed Peer reviewed
Direct linkDirect link
Krall, Rebecca McNall; Straley, Joseph P.; Shafer, Sally A.; Osborn, Jeffrey L. – Journal of Science Education and Technology, 2009
The No Child Left Behind Act requires that all teachers be certified within the content areas that they teach. However, attracting and retaining highly qualified science teachers in rural school districts is particularly difficult due to limited resources and geographic and professional isolation. Science professional development programs could…
Descriptors: Professional Isolation, Rural Schools, Distance Education, Federal Legislation
Networking for Leadership, Inquiry, and Systemic Thinking: A New Approach to Inquiry-Based Learning.
Peer reviewed Peer reviewed
Byers, Al; Fitzgerald, Mary Ann – Journal of Science Education and Technology, 2002
Points out difficulties with a change from traditional teaching methods to a more inquiry-centered approach. Presents theoretical and empirical foundations for the Networking for Leadership, Inquiry, and Systemic Thinking (NLIST) initiative sponsored by the Council of State Science Supervisors (CSSS) and NASA, describes its progress, and outlines…
Descriptors: Educational Change, Inquiry, Instructional Materials, Leadership
The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Young, Betty J.; Lee, Sharon K. – Journal of Science Education and Technology, 2005
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based…
Descriptors: Elementary School Science, Learning Modules, Professional Development, Elementary School Students