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Ida Bagus Ari Arjaya; Anak Agung Inten Paraniti; Ni Putu Suarniti Noviantari – Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 2024
Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of…
Descriptors: Science Instruction, Teaching Methods, Indigenous Knowledge, Science Teachers
Park, Wonyong; Erduran, Sibel; Song, Jinwoong; Kim, Minchul – International Journal of Science Education, 2023
While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers' experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Instruction, Science History
Theophile Nsengimana; Venuste Nsengimana; Pheneas Nkundabakura; Aloys Iyamuremye; Vedaste Mutarutinya; Leon R. Mugabo; Ezechiel Nsabayezu – Education and Information Technologies, 2024
Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness…
Descriptors: Skill Development, Mathematics Teachers, Science Teachers, Lesson Plans
Barr, Shyam; Askell-Williams, Helen – Asia-Pacific Journal of Teacher Education, 2020
Research into teachers' epistemic cognition is emerging as a key to understanding the quality of teachers' knowledge for teaching. Typically, investigations into the quality of teachers' knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving…
Descriptors: Teacher Attitudes, Metacognition, Epistemology, Knowledge Base for Teaching
Gödek, Yasemin – Educational Research and Reviews, 2016
Microteaching is widely used in many countries to prepare trainees for the complexity of the actual classroom environment but has limited use in Turkey. The main objective of this action research was to evaluate and increase in the effectiveness of microteaching, and determine the contribution of microteaching to trainees from their own…
Descriptors: Microteaching, Preservice Teachers, Science Teachers, Focus Groups
Bergqvist, Anna; Chang Rundgren, Shu-Nu – Research in Science & Technological Education, 2017
Background: Textbooks are integral tools for teachers' lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students' knowledge as they contain various representations that influence students' learning.…
Descriptors: Textbooks, Knowledge Base for Teaching, Chemistry, Scientific Concepts
Karal, Isik Saliha; Alev, Nedim – Teacher Development, 2016
The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed…
Descriptors: Physics, Science Teachers, Mentors, Teacher Education
Macalalag, Augusto Z., Jr. – ProQuest LLC, 2012
Recent reforms in science education require teachers to improve their notions of scientific inquiry and design effective inquiry-based lessons. This is a challenging task particularly for preservice teachers (PTs) who may not have experienced inquiry learning themselves, and who do not possess a large repertoire of teaching strategies or knowledge…
Descriptors: Preservice Teachers, Science Teachers, Instructional Design, Inquiry
Avraamidou, Lucy; Zembal-Saul, Carla – Journal of Research in Science Teaching, 2010
The purpose of this qualitative case study was to explore what aspects of two first-year elementary teachers' practices were most consistent with an inquiry-based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the…
Descriptors: Investigations, Educational Change, Science Teachers, Teacher Attitudes
Kang, Hosun – ProQuest LLC, 2011
This study investigates the mechanism of beginning teachers' learning in the context of a university-based teacher preparation program. The purpose is to understand "how" and "why" secondary science teacher candidates from the same university-based teacher preparation program develop different kinds of practices of science teaching as their…
Descriptors: Class Activities, Learning Activities, Science Teachers, Beginning Teachers
Shear, Linda; Penuel, William R. – Journal of Staff Development, 2010
The best science teachers are not only experts in teaching and knowledgeable about science content, but they are also great at teaching science. They have specialized teaching knowledge, including knowledge of effective pedagogical practices in science, student difficulties with understanding content, and curricular purposes. As a result,…
Descriptors: Units of Study, Science Teachers, Faculty Development, Science Instruction
Beyer, Carrie; Davis, Elizabeth A. – Journal of Science Teacher Education, 2009
Critiquing and adapting curriculum materials are essential teaching practices but challenging for many preservice teachers. This study explores the use of educative curriculum materials--materials intended to support both teacher and student learning--to help preservice elementary teachers develop their pedagogical design capacity for critiquing…
Descriptors: Curriculum Design, Teaching Methods, Lesson Plans, Preservice Teacher Education
Boz, Nihat; Boz, Yezdan – Journal of Science Teacher Education, 2008
The purpose of this study was to investigate prospective chemistry teachers' knowledge about instructional strategies, one component of pedagogical content knowledge about introducing particulate theory, as well as sources of this knowledge. Twenty-two prospective chemistry teachers participated in the study. Data were collected by the means of a…
Descriptors: Educational Strategies, Chemistry, Knowledge Base for Teaching, Pedagogical Content Knowledge
Faikhamta, Chatree; Coll, Richard K.; Roadrangka, Vantipa – Journal of Science and Mathematics Education in Southeast Asia, 2009
This study investigated the journey of four Thai pre-service chemistry teachers as they sought to develop their Pedagogical Content Knowledge (PCK) throughout a PCK-based chemistry methods course and field experience. In an interpretive case study approach we drew upon classroom observations, semi-structured interviews, chemistry content knowledge…
Descriptors: Methods Courses, Teacher Education Curriculum, Scientific Principles, Field Experience Programs
Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2008
Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the…
Descriptors: Preservice Teachers, Middle Schools, Science Teachers, Mathematical Formulas
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