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Now showing items 1-14 of 14
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: Insights from a Mentor‐Mentee Relationship
(2010-10)
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have ...
Bridging the Gap Between Preservice Teacher Education and Induction: NSTA Student Chapters as a Transitional Support
(2010-10)
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 ...
Using a Learning Cycle Approach to Teaching the Learning Cycle to Preservice Elementary Teachers
(2010-10)
The Learning Cycle was developed in 1967 by Karplus and Thier for the Science Curriculum Improvement Study (SCIS). This inquiry-based teaching approach is based on three distinct phases of instruction: 1) exploration ...
Integration of NOS Instruction into a Physical Science Content Course for Elementary Teachers: Enhancing Efforts of Teacher Education Programs?
(2005)
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 ...
Teaching the Nature of Science Through Inquiry: The Results of a Three-year Professional Development Program
(2010-10)
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 ...
Using Assessment to Inform Teaching in a Physical Science Content Course for Preservice Elementary Teachers
(2010-10)
The improvement of undergraduate science courses remains an ongoing concern of university and college faculty. Blueprints for Reform (AAAS, 1998) and Shaping the Future: New
Expectations for Undergraduate Education in ...
Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science: An examination of Teachers Who are Effective in Improving their Students' Views
(2010-10)
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 ...
Methods or Madness: Preparing the Next Generation of Elementary Science Teacher Educators
(2010-10)
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 ...
Will I Teach Evolution? A Multiple Case Study of Prospective Biology Teachers
(2006-04)
The purpose of this multiple case study was to examine the impact of a biology-focused science
methods course on prospective teachers' preparedness to teach evolution and to explore factors that influence their intentions ...
Teaching Against the Mystique of Science: Literature Based Approaches in Elementary Teacher Education
(2010-10)
School science experiences shape learners' attitudes and beliefs about science. Yet, school experiences often consist of reading from a text, memorizing scientific facts, or conducting “verification” type laboratories, and ...
A Workshop Approach: Instructional Strategies for Working Within the Constraints of Field Experiences in Elementary Science
(2003-02)
This paper describes an existing early field experience program and discusses strategies implemented by the instructor working within the constraints of the program design. The workshop approach presented provides a structure ...
Learning the 'Grammar of Science': The Influence of a Physical Science Content Course on K-8 Teachers' Understanding of the Nature of Science and Inquiry
(2010-10)
The “nature of science” (NOS) typically refers to understanding science as a way of knowing or the values and assumptions inherent in the construction of scientific knowledge (Lederman, 1992). Science education in the U.S. ...
Across Content and Pedagogy: Seeking Coherence in NOS Instruction in Teacher Education Programs
(2010-10)
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 ...
Science Museums and Specialized Content Courses for Prospective Elementary Teachers: Implications for Learning to Teach Science
(2010-10)
This study explores opportunities for preservice elementary teachers to experience science teaching and learning in informal settings and how this complements their learning in a specialized content course for teachers. ...