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Science Teachers' Beliefs about Teaching and Learning Related to Content and Procedural Goals
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Verena Petermann; Andreas Vorholzer; Claudia von Aufschnaiter – Journal of Research in Science Teaching, 2025
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…
Descriptors: Foreign Countries, Science Teachers, Science Education, Teacher Attitudes
Using Representational Tools to Learn about Complex Systems: A Tale of Two Classrooms
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Hmelo-Silver, Cindy E.; Liu, Lei; Gray, Steven; Jordan, Rebecca – Journal of Research in Science Teaching, 2015
Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to…
Descriptors: Inquiry, Science Instruction, Hypermedia, Cooperative Learning
Relative Effects of Modeling on the Acquisition of Wait-Time by Preservice Elementary Teachers and Concomitant Changes in Dialogue Patterns.
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DeTure, Linda R. – Journal of Research in Science Teaching, 1979
The two-phase study was designed to (1) create a means whereby preservice teachers could lengthen the time they allow for a student to respond after posing a question; and (2) to study the relationship of want-time as an independent variable and dialogue measure, as a dependent variable. (RE)
Descriptors: Classroom Communication, Educational Research, Educational Theories, Preservice Teacher Education
Cognitive Preferences and Modes of Instruction in High School Chemistry.
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Zvi, Ruth Ben; And Others – Journal of Research in Science Teaching, 1979
The paper divides achievement in chemistry into five independent factors: cognitive, affective, problem solving, routine manipulative skills, and observational modes. The study explores the relationship between student performance in these areas and their responses to a Cognitive Preference Test in chemistry. (RE)
Descriptors: Chemistry, Cognitive Processes, Educational Research, Educational Theories
Science Teacher Techniques Associated with Higher-Order Thinking Skills.
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Lawrenz, Frances – Journal of Research in Science Teaching, 1990
This study reports on a survey in Minnesota designed to provide a picture of the instructional styles that are used by seventh- and eighth-grade science teachers (n=139). Although relationships exist, it appears that seventh- and eighth-grade teachers are individualistic and diverse in their reported teaching technique preferences. (PR)
Descriptors: Educational Research, Middle Schools, Research Reports, Science Education
Beginning Teachers: Beliefs and Classroom Actions.
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Simmons, Patricia E.; Emory, Allen; Carter, Tim; Coker, Teresa; Finnegan, Brian; Crockett, Denise; Richardson, Lon; Yager, Robert; Craven, John; Tillotson, John; Brunkhorst, Herbert; Twiest, Mark; Hossain, Kazi; Gallagher, James; Duggan-Haas, Don; Parker, Joyce; Cajas, Fernando; Alshannag, Qasim; McGlamery, Sheryl; Krockover, Jerry; Adams, Paul; Spector, Barbara; LaPorta, Tom; James, Bob; Rearden, Kristin; Labuda, Kay – Journal of Research in Science Teaching, 1999
Describes the research of a national collaborative consortium formed to investigate how the perceptions, beliefs and classroom performances of beginning secondary science teachers relate to their philosophies of teaching and their content pedagogical skills. Finds that teachers possessed a wide range of philosophies, and that observers' reports of…
Descriptors: Beginning Teachers, Knowledge Base for Teaching, Science Teachers, Secondary Education