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…

The aim of this study was to explore the teaching of senior phase of Natural Sciences with a focus on the Planet Earth and beyond knowledge strand. A qualitative case study design was used. Semi-structured interviews and observations were employed to collect data from two purposefully chosen teachers. The results of the study showed that some…

This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers' understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these…

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that…

A number of science education policy documents recommend that students develop an understanding of the enterprise of science and the nature of science (NOS). Despite this emphasis, there is still a gap between policy and practice. Teacher professional literature provides one potential venue for bridging this gap, by providing "activities that…

This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed…

For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support. The purpose of this study was to assess the confidence and competence of agriculture instructors to teach concepts related to science. The sample was derived from the population of agriculture instructors teaching…

This article addresses issues that are related to the empowerment of elementary teachers through teaching and learning science in socially and culturally meaningful contexts. It is based on the analysis of the attitudes and relationship to science of 10 elementary school teachers from inner city schools in Caracas, Venezuela. In the context of a…

This descriptive study investigated whether elementary and middle school teachers in the Central Appalachian region were prepared to teach selected standards-based light, force and motion concepts they could reasonably be expected to teach. The study also sought to compare their preparedness for teaching these concepts. (Contains 7 figures and 7…

Reports on a study of alternative conceptions held by junior high-level secondary science teachers enrolled in an inservice teacher-training program. Finds that science teachers are inadequately prepared to teach a broad and balanced science curriculum. Contains 34 references. (Author/WRM)

Reform documents have provided a framework for advancing science education (e.g., The Australian National Science Standard Committee, 2002), but omit the need to assess preservice teachers prior knowledge for designing effective learning programs. A pretest-posttest 34-item survey linked to the course outcomes (associated with four constructs)…