Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

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…

This study examined the processes of change in thinking as a means of learning about the professional development of two science teacher educators. A qualitative methodology was used. The main research tool was a semistructured in-depth interview. The primary data analyzed came from two science teacher educators, selected from a broader set of…

This study assessed the influence of a 3-year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS-B and associated interviews the researchers…

This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights…

Discusses professional development in the context of the current reforms in science education from the perspective of developing teacher knowledge. Points out the unsuccessful reform movement due to lack of considering teachers' existing knowledge, attitudes, and behaviors. Concludes that long-term professional development programs are needed to…

This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six…

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)

Outlines arguments for action research approaches to the implementation of STS education. Presents six teachers' initial views and changing perceptions throughout the duration of an action research project in terms of four categories: nature of STS education, development of curriculum materials, personal/professional development, and collaborative…

Explores the beliefs of inservice teachers about a demonstration classroom component of an in-service program. Results suggest that the demonstration classroom concept is worth further consideration. Contains 57 references. (DDR)

Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the…

Project LIFE, a state systemic initiatives professional development program for middle-grade life science teachers, has been successful in improving the science content knowledge, process skills, and attitudes toward teaching science of the teachers participating in the project. The essential characteristics of this project are described as a…

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)