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Direct linkAkuma, Fru Vitalis; Callaghan, Ronel – Journal of Research in Science Teaching, 2019
Around the world, there have been curricula reforms involving the incorporation of the inquiry-based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry-based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher…
Descriptors: Foreign Countries, Science Instruction, Teaching Methods, Faculty Development
Wendell, Kristen B.; Swenson, Jessica E. S.; Dalvi, Tejaswini S. – Journal of Research in Science Teaching, 2019
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the…
Descriptors: Epistemology, Science Instruction, Beginning Teachers, Elementary School Teachers
To Customize or Not to Customize? Exploring Science Teacher Customization in an Online Lesson Portal
Littenberg-Tobias, Joshua; Beheshti, Elham; Staudt, Carolyn – Journal of Research in Science Teaching, 2016
New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what conditions teacher customization benefit student learning. In this study, we examined teacher customization of inquiry-based science lessons from an…
Descriptors: Online Systems, Lesson Plans, Science Teachers, Science Instruction
Christodoulou, Andri; Osborne, Jonathan – Journal of Research in Science Teaching, 2014
Current science education research and policy highlight the need to conceptualize scientific disciplines not only based on a view of "science-as-knowledge" but also on a perspective of "science-as-practice," placing an emphasis on practices such as explanation, argumentation, modeling, and communication. However, classroom…
Descriptors: Science Instruction, Science Process Skills, Persuasive Discourse, Epistemology
Johnson, Carla C. – Journal of Research in Science Teaching, 2011
In this study, two middle-school teachers who participated in a professional development program utilizing the transformative professional development (TPD) model are followed as they embarked upon becoming culturally relevant science teachers of Hispanic students. Using Ladson-Billings (1994) theory of culturally relevant pedagogy, teacher…
Descriptors: Middle School Teachers, Science Teachers, Hispanic American Students, Culturally Relevant Education
Jeanpierre, Bobby; Oberhauser, Karen; Freeman, Carol – Journal of Research in Science Teaching, 2005
We studied the outcome of a professional development opportunity that consisted of 2-week-long resident institutes for teams consisting of a secondary science teacher and two students. The science content of the National Science Foundation (NSF)-funded professional development institute was monarch butterfly ecology. The first institute took place…
Descriptors: Faculty Development, Science Teachers, Teacher Improvement, Teaching Methods
