The role of emotion during learning encounters in science teacher education is under-researched and under-theorized. In this case study, we explore the emotional climates (ECs), that is, the collective states of emotional arousal, of a preservice secondary science education class to illuminate practice for producing and reproducing high quality…

This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means of learning to teach in inner-city schools, successful teacher-teacher collaborations are…

Widespread use of interpretive research in studies of teaching and learning has highlighted a number of crucial ethical and legal issues. Although these issues have always been a concern for researchers, use of small samples and detailed analyses of teaching and learning have brought previously hidden aspects of teaching and learning into the…

Five studies conducted in high school mathematics and science classes from 1984 to 1986 are reviewed to better understand teaching and learning processes associated with high-level cognitive learning. Factors that influence the ability to cover the curriculum in the planned time are identified and discussed. (Author/MT)

Reviews research on the purpose and effectiveness of laboratory activities. Discusses epistemology, problem solving, cooperative learning, student involvement, assessment, and teachers as researchers. (YP)

Describes the teaching practices of one exemplary physics teacher. Identifies those teaching practices which can be considered exemplary and worthy of attention and analysis by physics teachers and teacher educators. Reports four assertions by the data from observations and interviews with teachers and students. (YP)

Investigates factors associated with endeavors to improve science teaching. Two coaching models used by science educators and by peer teachers were used over a period of six months. Neither program was successful. Five assertions emerged from interviews and observation data. Major impediments were beliefs about teaching and poor science knowledge.…

Reviews research related to teaching and learning higher cognitive level objectives from a constructivist perspective. Examines several factors including the cognitive demands of academic work, classroom management, delivery of instruction, formal reasoning ability, grouping of students, and motivation to learn. Concludes that an active teaching…

Determined that the majority of 299 preservice teachers did not use formal reasoning patterns when they attempted to solve a variety of problems. Results obtained for controlling variables and for proportional, probabilistic, correlational, and combinatorial reasoning are discussed with implications for middle/junior high school science teaching.…

Described are the rationale, methodology, and findings of seven case studies designed to investigate the teaching and learning strategies employed in science classes by exemplary teachers. Findings focused on management strategies, student understanding, student participation, and classroom environment. (CW)

Presents a case study of the teaching practices of a biology teacher in Western Australia. Identifies practices considered exemplary for analysis by biology teachers and teacher educators. Discusses the methodology of the study and the qualities of exemplary teaching. (CW)

Discusses a study which examined gender related differences in participation in science activities. Based on interpretive observations and formal interviews, gender related differences in engagement patterns were evident with the high school students. Presents six assertions and provides supporting examples of gender differences. (ML)

Describes the teaching and learning of chemistry in an Australian high school as it relates to the beliefs about the nature of science of a teacher and a class with the curriculum actually enacted. Although the teacher and students tended to view science as an evolving and changing discipline, the actual enacted curriculum was approached as a…

Synthesized are the results of five qualitative investigations of high school science classrooms in Western Australia and in the state of Georgia. Gender differences were observed in each study and teachers were not aware of their occurrence. (Author/YP)

Investigates student engagement patterns in high school science classes. Finds that three to five students, known as target students, monopolized classroom interactions in most classes and they tended to be high-achieving students. Most target students were male and tended to be persistent. Provides a student involvement questionnaire in the…