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Bartels, Selina L.; Rupe, Kathryn M.; Lederman, Judith S. – Journal of Science Teacher Education, 2019
Science, technology, engineering, and math (STEM) education has become an international focus of science education curricular reforms. However, few K-12 teachers have the background to authentically teach STEM in an integrated way. This is especially true of elementary teachers, who are often less confident or prepared to teach STEM disciplines…
Descriptors: Preservice Teachers, Preservice Teacher Education, STEM Education, Teaching Methods

Dickinson, Valerie L.; Burns, Judy; Hagen, Elaine R.; Locker, Kathryn M. – Journal of Science Teacher Education, 1997
Describes the accounts of four Grade 1 teachers as they take action to improve their science teaching skills. Provides information on teacher background, early teaching strategies, confronting ideas about teaching science, and the steps taken to reform practice. (DDR)
Descriptors: Educational Change, Educational Innovation, Grade 1, Knowledge Base for Teaching

Howe, Ann C.; Stubbs, Harriett S. – Journal of Science Teacher Education, 1997
Explains a professional development model that is informed both by constructivist and sociocultural theory. Focuses on professional development, personal development, and social development. Contains 26 references. (DDR)
Descriptors: Constructivism (Learning), Educational Change, Educational Innovation, Elementary Secondary Education

Nichols, Sharon E.; Wieseman, Katherine; Tippins, Deborah – Journal of Science Teacher Education, 1997
Describes the various tools used to promote reflection that have been introduced to prospective teachers. Those tools include portfolios, journals, cases, learning maps, stories retold, metaphors, and proverbs. Contains 58 references. (DDR)
Descriptors: College Curriculum, Educational Change, Elementary Education, Higher Education

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

Geddis, Arthur N.; Roberts, Douglas A. – Journal of Science Teacher Education, 1998
Theorizes the learning orientations of beginning science teachers and how these orientations interact with the structure of teacher-education programs based on a case study of one preservice science teacher's reflections on his experiences during teacher preparation. Contains 23 references. (WRM)
Descriptors: Beginning Teachers, Case Studies, Cognitive Processes, Educational Experience

Abell, Sandra K.; Bryan, Lynn A. – Journal of Science Teacher Education, 1997
Compares the way preservice elementary teachers build knowledge and beliefs to the way learners build science knowledge. Describes a reconceptualization of an elementary science methods course consistent with this assumption about science teaching. Contains 22 references. (DDR)
Descriptors: College Curriculum, Educational Change, Elementary Education, Elementary School Science