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Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
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Saçkes, Mesut; Trundle, Kathy Cabe – Journal of Science Teacher Education, 2014
This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use…
Descriptors: Prediction, Models, Change Strategies, Preservice Teachers
Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development
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Khourey-Bowers, Claudia; Fenk, Christopher – Journal of Science Teacher Education, 2009
The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…
Descriptors: Constructivism (Learning), Change Strategies, Self Efficacy, Chemistry
Effects of Instruction on Preservice Elementary Teachers' Conceptions of the Causes of Night and Day and the Seasons.
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Atwood, Ronald K.; Atwood, Virginia A. – Journal of Science Teacher Education, 1997
Details a study that tests the effectiveness of brief instruction on the causes of night and day and the seasons. Employs simple, inexpensive models. Findings are useful for science teacher educators. Contains 32 references. (DDR)
Descriptors: Concept Formation, Elementary Education, Knowledge Base for Teaching, Preservice Teachers
Confronting Teacher Candidates' Conceptions of the Nature of Science.
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Hammrich, Penny L. – Journal of Science Teacher Education, 1997
Reports on an effort to improve articulation between science and education at Temple University. Describes the implementation of the cooperative controversy strategy into elementary science methods courses. Contains 26 references. (DDR)
Descriptors: Concept Formation, Educational Change, Elementary Education, Epistemology
Coming To Know and Understand Alternative Assessment in Science.
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Shepardson, Daniel P.; Adams, Paul E. – Journal of Science Teacher Education, 1996
Describes the professional development framework utilized in the Integrating Laboratory Instruction and Assessment (INLAB) project directed at changing teacher practice. The framework is based upon the establishment of an intellectual community of learners. (DDR)
Descriptors: Alternative Assessment, Concept Formation, Constructivism (Learning), Educational Change