Now showing items 1-6 of 6
Integration of NOS Instruction into a Physical Science Content Course for Elementary Teachers: Enhancing Efforts of Teacher Education Programs?
This study investigated the effectiveness of integrating explicit-and-reflective NOS instruction into a physics course for pre-service elementary teachers. Reflective discussions, student scenarios, and content-generic NOS ...
Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science: An examination of Teachers Who are Effective in Improving their Students' Views
This study explored components of pedagogical content knowledge (PCK) of three teachers who were found successful at improving elementary students' views of NOS. Assuming PCK for NOS to be similar to PCK for other science ...
Bridging the Gap Between Preservice Teacher Education and Induction: NSTA Student Chapters as a Transitional Support
NSTA initiated the student chapter program in 2001 to “maintain a connection to future teachers as they enter the profession and create a conduit as the 'new' teacher workforce enters the classroom” (NSTA, 2009, p. 1). The ...
Across Content and Pedagogy: Seeking Coherence in NOS Instruction in Teacher Education Programs
While reforms emphasize understanding the nature of science (NOS), a challenge in meeting the vision of the reforms is that teachers lack understandings consistent with contemporary views of NOS. Though teacher educators ...
Teaching the Nature of Science Through Inquiry: The Results of a Three-year Professional Development Program
This study assessed the components of a three year professional development program on participants' views nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of ...
Methods or Madness: Preparing the Next Generation of Elementary Science Teacher Educators
In recent surveys of doctoral students in all fields (Fagen & Niebur, 2000; Nyquist & Woodford, 2000), respondents shared concerns that an overemphasis on research led to inadequate preparation for teaching, curricular ...