Background: Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn…

This article considers what might be taught to meet a widely held curriculum aim of students being able to understand research in a discipline. Expertise, which may appear as a "chain of practice," is widely held to be underpinned by networks of understanding. Scientific research expertise is considered from this perspective. Within…

Investigates the knowledge that experienced science teachers have of models and modeling in science in the context of a school curriculum innovation project in which the role and the nature of models and modeling are emphasized. (Author/CCM)

Discusses the need for providing graduate teaching assistants (TAs) with training in pedagogy with the focus on preparing the future professoriate. Describes a general TA program for new TAs and a program for biology TAs at Syracuse University. Contains 20 references. (JRH)

The purpose of this study was to examine teaching assistants' conceptions of the nature of teaching after they were taught a pedagogical strategy directly related to their subject matter. Four teaching assistants who taught the Biology 1201 laboratories at the University of Minnesota participated in this study which included participating in 16…

This study questioned whether there is a difference between Maryland Collaborative for Teacher Preparation (MCTP) teacher candidates and non-MCTP teacher candidates in the science content knowledge, beliefs, and perceptions they bring to their science classes, and in whether they complete the science methods course in their teacher education…

Highlights the creation of centers that promote the professional development of teachers including Teaching and Learning Centers, Centers for Teaching Excellence, and Centers for Faculty Development. Presents examples of such centers where teachers help one another hone skills, stay abreast of pedagogical developments, and mobilize institutional…

Reports on a study that seeks to characterize and detect the salient features which mark the activities of science teaching distinctly as teaching or as science teaching. Draws from a multi-year National Science Foundation (NSF) project that involves students in special recitation sections for introductory biology. (DDR)

Research findings indicate that the elementary school is the most effective level for intervention leading to improved attitudes, higher achievement, and increased access in science. Yet, deficiencies in elementary teachers' interest in science, in their confidence in their ability to teach science, and in their pedagogical and content preparation…

This article describes a strategy for instructing graduate teaching assistants and presents results on how the program influenced their conceptions of teaching science. The discipline-specific seminar was designed to help teaching assistants learn how to effectively communicate biology content to undergraduate students, and aimed at increasing…

Identifies the major tenets of a preservice secondary education program, knowledge structures that beginning science teachers have constructed about the teaching and learning of science, and the correlation between them. Findings indicate that aspects of the program such as student-centered learning, cooperative learning, general pedagogical…

Details a study exploring a problem-based learning framework used to develop preservice teachers' knowledge base for teaching and pedagogical reasoning ability. Emphasizes an undergraduate preservice science teacher education unit. Contains 30 references. (DDR)

Measures both teaching efficacy and the holding of specific alternative conceptions of preservice elementary teachers (N=619). Uses a survey to determine the relationship between teaching efficacy and certain alternative conceptions. Contains 77 references. (DDR)

Investigates student teachers' understanding of science and their ability to learn what was needed when it was required for teaching purposes. Findings indicate that half the students were able to prepare themselves adequately through independent research with guidance although their initial background knowledge of science was weak. Discusses…

Presents the position statement of the Association for the Education of Teachers in Science (AETS) on knowledge standards for science teacher educators. Defines who should be considered as science teacher educators and lists a set of six guidelines related to knowledge standards. (DDR)