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Constructing a Doubt-Free Teaching Self: Self-Efficacy, Teacher Identity, and Science Instruction within Diverse Settings
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Settlage, John; Southerland, Sherry A.; Smith, Leigh K.; Ceglie, Robert – Journal of Research in Science Teaching, 2009
This study examined the influence of field placements settings with varying demographic profiles on preservice elementary teachers. Data were gathered at three points during the participants' final year in their teacher preparation program in order to chart changes over time in science teaching self-efficacy beliefs. These measures were…
Descriptors: Preservice Teachers, Self Efficacy, Student Diversity, Professional Development
Factors Influencing Elementary and Secondary Teachers' Views on the Nature of Science
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Morrison, Judith A.; Raab, Fred; Ingram, Dale – Journal of Research in Science Teaching, 2009
To explore how elementary teachers may differ from secondary teachers in their views about NOS, a professional development experience involving explicit reflective instruction on NOS, discussions about science with scientists, and exposing the teachers to the practices, techniques, and collaborations fundamental to scientific research was…
Descriptors: Science Curriculum, Professional Development, Job Shadowing, Scientific Principles
Professional Development for University Scientists around Issues of Equity and Diversity: Investigating Dissent within Community.
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Bianchini, Julie A.; Hilton-Brown, Bryan A.; Breton, Therese D. – Journal of Research in Science Teaching, 2002
Investigates the role of dissent in a community of university scientists, engineers, mathematicians, and social scientists engaged in a two-year professional development project on issues of equity and diversity. Focuses on professional development sessions devoted to a contentious yet integral topic in science education, the gendered and…
Descriptors: Faculty, Females, Feminism, Higher Education
The Influence of History of Science Courses on Students' Views of Nature of Science.
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Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Assesses the influence of three history of science (HOS) courses on college students' and preservice teachers' conceptions of nature of science (NOS). Examines whether participants who entered the investigated courses with a conceptual framework consistent with contemporary NOS views achieved more elaborate NOS understandings. Explores the aspects…
Descriptors: Epistemology, Higher Education, Influences, Preservice Teachers
Student and Teacher Questioning during Conversations about Science.
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van Zee, Emily H.; Iwasyk, Marletta; Kurose, Akiko; Simpson, Dorothy; Wild, Judy – Journal of Research in Science Teaching, 2001
Summarizes case studies developed by a group of collaborating educators. Investigates ways of speaking that encourage students to formulate insightful questions about science topics and express their own ideas during reflective discussions. (Contains 68 references.) (Author/YDS)
Descriptors: Classroom Communication, Concept Formation, Elementary Secondary Education, Higher Education
Preparing Teachers as Researchers in Courses on Methods of Teaching Science.
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van Zee, Emily H. – Journal of Research in Science Teaching, 1998
Discusses meanings of the term "teacher research," a rationale for preparing teachers to do research as they learn to teach, and ways to educate prospective teachers as researchers. Contains 59 references. (DDR)
Descriptors: Action Research, Course Content, Elementary Education, Higher Education
The Reliability of Some VOSTS Items When Used with Preservice Secondary Science Teachers in England.
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Botton, Chris; Brown, Chris – Journal of Research in Science Teaching, 1998
A selection of Views on Science-Technology-Society (VOSTS) items was made and administered to postgraduate trainee science teachers. Findings are discussed, compared with those from the Canadian study, and reviewed in the context of professional development of science teachers. (Author/DKM)
Descriptors: Foreign Countries, Higher Education, Preservice Teacher Education, Professional Development