Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 9 |
Since 2016 (last 10 years) | 51 |
Since 2006 (last 20 years) | 108 |
Descriptor
Case Studies | 116 |
Pedagogical Content Knowledge | 116 |
Science Instruction | 116 |
Science Teachers | 67 |
Teaching Methods | 62 |
Foreign Countries | 46 |
Teacher Attitudes | 38 |
Interviews | 31 |
Observation | 30 |
Secondary School Teachers | 29 |
Chemistry | 25 |
More ▼ |
Source
Author
Publication Type
Education Level
Audience
Teachers | 8 |
Researchers | 1 |
Students | 1 |
Location
Turkey | 9 |
Australia | 6 |
South Africa | 4 |
Singapore | 3 |
Finland | 2 |
Germany | 2 |
New Zealand | 2 |
United Kingdom (England) | 2 |
Botswana | 1 |
Brazil | 1 |
Canada | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Nouri, Noushin; McComas, William F. – Research in Science Education, 2021
Science educators generally accept that the nature of science (NOS) should have a prominent place in school science curricula. This study highlights the special opportunity offered by the history of science (HOS) as a context for teaching NOS, by revealing HOS instructors' perspectives. We collected data from 15 instructors at 11 institutions who…
Descriptors: Scientific Principles, Science Instruction, Teaching Methods, Mathematics Instruction
Mapulanga, Thumah; Ameyaw, Yaw; Nshogoza, Gilbert; Sinyangwe, Elton – Journal of Baltic Science Education, 2023
Since pedagogical content knowledge (PCK) influences the teaching learning process, it has dominated research on teacher effectiveness. This case study explored teachers' enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was…
Descriptors: Secondary School Teachers, Biology, Science Instruction, Science Teachers
Norville, Kayla; Park, Soonhye – Journal of Science Teacher Education, 2021
Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs can be critical for their becoming effective in the classroom. Employing a multiple-case study design,…
Descriptors: Cooperating Teachers, Case Studies, Teacher Education Programs, Science Teachers
Jones, Tamera; Romanov, Anastasia; Pratt, Justin M.; Popova, Maia – Chemistry Education Research and Practice, 2022
Representational competence (RC) is a set of skills to reflectively use a variety of representations to draw inferences, make predictions, and support claims. Despite the important role RC plays in student success in chemistry and the considerable number of investigations into student ability to reason with representations, little is known about…
Descriptors: Organic Chemistry, Science Instruction, Pedagogical Content Knowledge, Science Teachers
Labanna, Zubaida Mehzabin – Journal of Science and Mathematics Education in Southeast Asia, 2020
Purpose: This paper aimed to explore secondary science teachers' views on Resource Folio as an effective tool to improve their PCK through interpretation of own teaching practice. Method: The study was conducted in qualitative approach following multiple case study method. Three secondary science teachers were purposively selected as participants…
Descriptors: Secondary School Teachers, Science Teachers, Teacher Attitudes, Pedagogical Content Knowledge
Stavridis, Pavlos; Papadopoulou, Vasiliki – Educational Process: International Journal, 2022
Background/purpose: Teaching practice is an essential and integral part of preservice teacher training. In this study, we investigated its role in guiding and supporting student work, and whether or not it contributed to their successful completion of a teacher education program. Materials/methods: Evaluation was conducted by preservice teachers,…
Descriptors: Teaching Methods, Preservice Teacher Education, Teacher Education Programs, Foreign Countries
Usta, Necla Dönmez; Ültay, Eser; Ültay, Neslihan – Science Education International, 2020
The aim of this study was to determine the ability of physics teacher candidates' to read a concept map previously prepared by the researchers about a light topic and then convert the concept map into the appropriate text. The study was carried out in the form of case study method in a Turkish University in the Black Sea Region with 32 physics…
Descriptors: Concept Mapping, Preservice Teachers, Case Studies, Physics
Ogegbo, Ayodele Abosede – African Journal of Research in Mathematics, Science and Technology Education, 2021
This research examines the relationship between high school teachers' understanding and reported practices of inquiry-based pedagogy (IBP) in science classrooms in Nigeria. A sample of 11 science teachers from an education district in Lagos, Nigeria, was chosen for this case study. Data were collected using a semi-structured questionnaire, which…
Descriptors: High School Teachers, Science Instruction, Teaching Methods, Inquiry
Minayeva, Yelena; Sugralina, Larissa; Salkeeva, Lyazat; Omasheva, Aiman – International Society for Technology, Education, and Science, 2022
Learning model in Kazakhstani Universities is being focused on transforming education from teacher-centered to student-centered approach. This transformation requires academic staff retraining and a significant modernization of educational process. In this article we discuss issues of methodological readiness of academic staff for student-centered…
Descriptors: Foreign Countries, Case Studies, Student Projects, Active Learning
Sen, Mehmet; Öztekin, Ceren; Demirdögen, Betül – Journal of Science Teacher Education, 2018
This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Case Studies, Science Teachers
A Comparison between Reported and Enacted Pedagogical Content Knowledge (PCK) about Graphs of Motion
Mazibe, Ernest N.; Coetzee, Corene; Gaigher, Estelle – Research in Science Education, 2020
This paper reports a case study of four grade 10 physical sciences teachers' PCK about graphs of motion. We used three data collection strategies, namely teachers' written accounts, captured by the content representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interviews as…
Descriptors: Case Studies, Pedagogical Content Knowledge, Grade 10, Science Teachers
Firat, Esra Açikgül – Science Education International, 2020
The purpose of this study was to determine the science teachers' perceptions of and beliefs about integrated science, technology, engineering, and mathematics (STEM) education in the science curriculum. A case study research method was used to determine teachers' perceptions and beliefs of integrated STEM education in the science curriculum. The…
Descriptors: STEM Education, Teacher Attitudes, Concept Formation, Science Curriculum
Makwinya, Noel M.; McKinnon, David H.; Lummis, Geoffrey W. – International Journal of Science Education, 2022
Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. "Case study research: Design and methods" 5th ed. SAGE) to investigate their concerns in dealing with this…
Descriptors: Science Teachers, Science Instruction, Case Studies, Teacher Attitudes
Saeleset, Johannes; Friedrichsen, Patricia – Journal of Science Teacher Education, 2022
Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs…
Descriptors: Case Studies, Science Education, Teaching Methods, Decision Making
Mavhunga, Elizabeth; van der Merwe, Denise – African Journal of Research in Mathematics, Science and Technology Education, 2020
The divide between theory and practice is an enduring challenge commonly attributed to disconnection in teacher knowledge between 'knowing what to do' (planning) and 'doing what you know' (enacting in class). We re-visited this divide from the new perspective of pedagogical content knowledge with the purpose of examining the ways in which…
Descriptors: Pedagogical Content Knowledge, Theory Practice Relationship, Teaching Methods, Intervention