This study examined the challenges that pre-service teachers faced when implementing inquiry and their perspective on how to overcome them. The data sample was 55 pre-service teachers (PSTs) enrolled into two sections of a science methods course in a private university in North Texas. The data sources consisted of inquiry-based lesson plans, PST…

In the past few years, many students have begun to lose interest in science and information and engineering technology courses because they find them too boring and hard to learn. To strengthen this field of education and stimulate students' motivation and interest in learning, this study introduces a theoretical pedagogical framework based on…

Science education reform has four major goals: (1) science for all; (2) teaching for understanding and application of science knowledge and processes; (3) inclusion of broader views of science in the curriculum; and (4) less is better. Focuses on teaching for understanding and application of science, and recommends using an embedded assessment…

Provides a brief overview of the constructivist learning model and characterizes the science classroom where the constructivist model can best be used. (ZWH)

This is a qualitative study of science teaching for non-academic students in secondary school. Evidence from earlier studies suggested that few variations in teaching strategies are being used for non-academic students. This investigator categorizes certain pertinent teaching features which, if emphasized, have the potential to enhance the…

A project was undertaken to test feminist teaching strategies designed to improve women students' confidence and engagement in the physical sciences classroom. The strategies under study included peer-support partnerships, writing in the learning process, and systematic self-disclosure by the teacher. In each of four semesters from 1991 to 1992,…

Presents several instructional techniques. Discusses cueing, set, continuous reinforcement, and using positive feedback. Considers the learning styles of students and the type of classroom that is conductive to learning. Provides examples. (MVL)