Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention…

Examines how preservice teachers' inquiry experiences in a science methods course were influenced by their conceptions of inquiry. Advocates that independent science investigations should part of preservice education and that these experiences should be scaffolded to prompt reflection, specifically about the nature of inquiry, and conceptually…

Addresses the importance of recognizing the prior knowledge and misconceptions of science educators. Provides perspectives on the nature of knowledge, conceptions of learning, nature of science and of teaching, and the relationship between general principles of learning and teaching. (ML)

Presents a general theory of instruction which suggests that the teacher's function is to create a new environment in which effective instructed learning occurs. Illustrations for this theory with reference to science instruction and a review of prior statements identifiable as theory are also included. (HM)

Describes a theoretical frame for understanding cognitive development to outline the planning and performance of a unit on electrostatics. Analyzes a female student's learning process and the development of the complexity of her cognitive skills. (PR)

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)

A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)

Examines the role of metaphors in teaching science. Suggests that when such expressions are used correctly, they can greatly enhance learning. Argues that metaphors also enable students to create new and interesting formations of thought. (CW)

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)

This research assessed Australian high school students' understanding of light, developed materials to conceptual change with respect to the concept, and evaluated the effectiveness of teaching strategies utilizing the materials. After instruction, students were able to construct significantly more scientifically acceptable answers. An appendix…

Reviews and analyzes research related to the teaching and learning of science completed in 1985. Includes: (1) reviews of research; (2) evaluation; (3) student characteristics; (4) attitudes toward science; (5) conceptual reasoning; (6) instructional treatments; (7) cognitive skills; (8) laboratory work; (9) microcomputer applications; (10)…

Examined Australian year-10 students (n=110) for the effects of an instructional sequence in physics on their subsequent physics achievement and their perceived value of instruction aimed at conceptual change in year 11. An appendix outlines the year-10 instruction. (Contains 24 references.) (MDH)

Argues that the failure of modern courses to achieve their declared goals in relation to children's understanding of science has two causes, namely teachers views about the nature of science, and a degree of confusion in the philosophical stance implicit in many science curricula. Presents a philosophical model for curricula. (CW)

Provides summaries of 1981 science education research. Categories include cognitive style; Piagetian studies; student characteristics and learning; teaching strategies and learning; teaching use of instructional materials and learning; instructional technology; evaluation (instrumentation and methodology); curriculum research; teacher education;…

Evaluates the effectiveness of a course using a constructivist approach in reducing Dutch secondary school students (n=190) misconceptions about force. Concluded that the lessons were effective in changing students' ideas in regard to forces in rest situations and frictional forces and that learning effects were equally distributed over student…