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A Workshop Approach: Instructional Strategies for Working Within the Constraints of Field Experiences in Elementary Science
(2003-02)
of teaching strategies learned by preservice teachers during their methods course, and serves as a springboard for dialogue on pedagogical issues and theories. Student feedback on their experience over the semester with the workshop approach is included...
Using Assessment to Inform Teaching in a Physical Science Content Course for Preservice Elementary Teachers
(2010-10)
-emphasized traditional modes of teaching (e.g., lecture and verification-type laboratory activities) in favor of active learning through inquiry-based
instruction....
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 ...
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. We examined survey responses...
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 provides students with firsthand...
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. ...
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 planning, collegiality...
Will I Teach Evolution? A Multiple Case Study of Prospective Biology Teachers
(2006-04)
. The researchers sought to understand the interplay between prospective teachers' personal and contextual issues (including acceptance of evolution and views of the nature of science) on their anticipated plans for teaching evolution. Participants included 3 female...
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 ...
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 alluded to impacts of various...
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)
and transcripts from teachers' presentations of their teaching experiences and
professional conferences, (5) teachers' written contributions to professional publications, and (6) a focus-group session held with teachers at the conclusion of
the project. We found...
Teaching the Nature of Science Through Inquiry: The Results of a Three-year Professional Development Program
(2010-10)
pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional
development programs are made....
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 ...
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 ...