Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black-box modeling task…

Given the potential impact of introductory science laboratories on postsecondary students' science learning, careful thinking is needed about how to support teaching assistants (TAs) to create opportunities for their students to reason about science. Research suggests that teachers are best positioned to improve their teaching practices when they…

Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective.…

Instructors continually asked lower level and memory questions despite efforts to change their behaviors by encouraging the use of analysis, synthesis, and evaluation questions. (AL)

Teachers who accept" the BSCS rationale are generally more humanistic in their pupil control ideology than those who reject" the program. Acceptors" scored higher on personality scales determining the capacity for independent thought and action. (AL)

Identified classroom variables (teacher variables and classroom climate) which are related to changes in high school students' conceptions of the nature of science. Results discussed are based on data collected over a two-year period from 18 biology teachers and their 409 students. Implications for science instruction are addressed. (JN)

Describes an experiment designed to compare different behaviors exhibited by second grade teachers and pupils using the Science - A Process Approach program to a comparison group of teachers and pupils. Includes and analysis of 12 teacher and 10 student behavioral factors. (PR)

Describes a framework for science education programs that illustrates the interpenetration of affective experiences with the corresponding subject matter. Cognitive objectives are related to affective activities for personalizing and extending learning, and a daily journal is suggested as a means for identifying progress. (MLH)

Reports a study designed to test the following hypotheses: "Each student teacher has developed a philosophical position and manifests it in his teaching. The range of philosophical positions among student teachers is limited because of the interaction between personality types. Teaching styles and career choice operates in a restrictive way."…

Determined if a relationship exists between direct and indirect verbal influences of the teacher and (1) students' achievement in biology and (2) students' level of class participation. Results show that students in an indirect group achieved better and participated more in class activities than students in a direct group. (JN)

Case studies were constructed for four prospective teachers who were purposely selected as a result of their scores on the Classroom Learning Environment Survey (CLES) to gain a better understanding of emerging constructivist beliefs and classroom practices. Finds two kinds of beliefs, central beliefs defined as those dictating subsequent teaching…

This article discusses problem solving and how science educators can integrate problem solving into their instruction. The Search, Solve, Create, and Share (SSCS) model was developed based on the findings of problem solving research. (YP)

The authors of this paper attempt to extract from the literature on teacher questioning behavior specific limitations of past research in this area and to provide recommendations for future research. Seven types of limitations and associated recommendations are presented. (PEB)

Reviews research related to science teacher education which suggests that specific verbal and non-verbal instructional skills can be developed by providing positive models of desired behavior, varying the amount of practice teaching during the training, providing specific feedback on limited behaviors, and modifying training according to trainee…