Teachers make many important decisions about instruction during the process of planning. While educational researchers have extensively explored teacher planning, this research has largely neglected the ways teachers attend to subject matter while planning. We first explore ways a sample of 13 experienced secondary biology teachers attend to…

Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…

STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a…

Through the GK-12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle- and high-school classes through their own research-based lessons. Initially, they were taught to follow the 5-E learning cycle in lesson plan…

Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus…

Science is a dynamic discipline, representative of the nature of science. Yet, young science students continue to think everything is already discovered. In this study, we examine why students are not actively doing science. From professional development to student engagement, how are classrooms and students changing as we increase teachers'…

Written assessment items were developed to probe students' understanding of a variety of direct current (DC) resistive electric circuit concepts. The items were used to explore the mental models that grade 3-8 students use in explaining the direction of electric current and how electric current is affected by different configurations of simple…

This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)

Discusses the nature, role, and limitations of analogies in science teaching, suggesting that they be discussed in the classroom to: (1) increase awareness of their limitations; (2) prevent misconceptions from occurring; and (3) encourage critical thinking. (JN)

Presents an activity that uses ratio and proportions to create scale model and life-sized drawings of sharks. (ASK)

A simple teaching model, designed to show rapidly which are the principal factors in population growth and how they are related, is presented. The apparatus described allows students to play several different active roles. (MP)

A conference between a teacher and supervisor is described to model for a successful postobservational conference. Interaction between an elementary schoolteacher and a science supervisor is specifically detailed. (MP)

Proposed is a plan for changing elementary school teachers' attitudes toward science. Persuading teachers, a mandate to teach science, and rewards for teachers involved in science curriculum development, the three steps in the model, are presented in some detail. Implementing the model is also discussed. (MNS)

Describes a conceptual typology of models to help teachers select models appropriate to the cognitive ability of their students. Presents an example of how the systematic presentation of analogical models enhanced an 11th-grade chemistry student's understanding of atoms and molecules. Makes recommendations for teachers. Contains 28 references.…

Presents a practical model for planning and implementing a field trip as an integral part of the science curriculum. Reviews the literature related to the role of field trips in the learning process; describes the model; and provides an example implementing the learning cycle method. (Contains 17 references.) (MDH)