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Veal, William R.; Riley Lloyd, Mary E.; Howell, Malia R.; Peters, John – Journal of Research in Science Teaching, 2016
Reform-based science instruction is guided by teachers' normative beliefs. Discursive claims are how teachers say they teach science. Previous research has studied the change in teachers' beliefs and how beliefs influence intended practice and action in the classroom. Few studies have connected what teachers believe, how they say they teach, and…
Descriptors: Educational Change, Science Instruction, Teaching Methods, Beliefs
Songer, Nancy Butler; Kelcey, Ben; Gotwals, Amelia Wenk – Journal of Research in Science Teaching, 2009
In order to compete in a global economy, students are going to need resources and curricula focusing on critical thinking and reasoning in science. Despite awareness for the need for complex reasoning, American students perform poorly relative to peers on international standardized tests measuring complex thinking in science. Research focusing on…
Descriptors: Curriculum Development, Standardized Tests, Global Approach, Biodiversity
Banilower, Eric R.; Heck, Daniel J.; Weiss, Iris R. – Journal of Research in Science Teaching, 2007
Professional development is seen as one of the major levers for aligning science instruction in the USA with the vision put forth by national standards documents. Although there is a growing consensus regarding what constitutes effective professional development, there is little empirical evidence to support this consensus. This study examines the…
Descriptors: Professional Development, Science Instruction, National Standards, Teacher Attitudes

Jones, Howard L.; And Others – Journal of Research in Science Teaching, 1980
Identifies possible similarities in an array of 16 instructional models available to teachers and teacher educators and reveals three large categories of models. Analysis of factor scores on 33 instructional parameters suggests which characteristics educators attend to in perceiving models, e.g., affective orientations, application emphases,…
Descriptors: Classification, Differences, Models, Science Education
The Persuasive Communication Model: A Theoretical Approach for Attitude Change in Science Education.

Shrigley, Robert L. – Journal of Research in Science Teaching, 1978
Study included a survey of science educators related to the need to teach science, and a review of the literature on the learning theory approach to attitude change. Hypothetical models of a credible science educator and of credible communication were established by the study. (MA)
Descriptors: Attitudes, Elementary Education, Elementary School Science, Models

Shrigley, Robert L. – Journal of Research in Science Teaching, 1976
Investigated were 286 third-year elementary education students to determine instructor characteristics which most enhanced credibility in courses intended to develop a positive attitude toward teaching science. High credibility characteristics included: reference to practical activities, modeling teaching modes, past teaching experience,…
Descriptors: Attitudes, Educational Research, Elementary Education, Elementary School Science

Smith, Deborah C.; Anderson, Charles W. – Journal of Research in Science Teaching, 1999
Describes a physics course designed to engage preservice elementary teachers in the practices and discourses of science through activities that would later be used with children. Presents an account of preservice teachers' progress in inventing and testing models, working with empirical data, critically evaluating and using authoritative sources,…
Descriptors: Cognitive Processes, Course Descriptions, Discourse Analysis, Elementary Education

O'Sullivan, P. S.; And Others – Journal of Research in Science Teaching, 1981
Assesses the effects of a one-day inservice program for junior high school science teachers emphasizing an activity-oriented science curriculum and management strategies necessary for such a curriculum. Results indicate inservice positively affects teacher attitudes toward strategies and student achievement in science. (DS)
Descriptors: Academic Achievement, Inservice Teacher Education, Junior High School Students, Junior High Schools