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Ideas about the Nature of Science in Pedagogically Relevant Contexts: Insights from a Situated Perspective of Primary Teachers' Knowledge
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Guerra-Ramos, Maria Teresa; Ryder, Jim; Leach, John – Science Education, 2010
There is evidence that science teachers give naive responses to direct questions about the nature of science. However, there is also evidence that such responses underpredict the more sophisticated knowledge that teachers may use in classroom situations. The purpose of this study was to characterize the informal ideas used by teachers in…
Descriptors: Curriculum Development, Scientific Principles, Science Teachers, Science Instruction
Struggling To Promote Deeply Rooted Change: The "Filtering Effect" of Teachers' Beliefs on Understanding Transformational Views of Teaching Science.
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Yerrick, Randy; And Others – Science Education, 1997
Presents a study that examines the beliefs of teachers (N=24) and their interpretations of a two-week summer institute intended to change their treatment of scientific knowledge and assessment strategies at the classroom level. Contains 31 references. (DDR)
Descriptors: Concept Formation, Curriculum Development, Educational Change, Elementary Secondary Education
Concerns and Perceptions of Beginning Secondary Science and Mathematics Teachers.
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Adams, Paul E.; Krockover, Gerald H. – Science Education, 1997
Identifies concerns of beginning science and mathematics teachers about being a new teacher and their perceptions of the effectiveness of their preservice program in relation to their concerns. Concerns included class assignments, curriculum development, time and classroom management, and presentation of content. Perceptions include specificity of…
Descriptors: Assignments, Beginning Teachers, Classroom Techniques, Curriculum Development