Search results for: Science instruction
Page 8/9 89 items
In this study, the authors applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers. The findings revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work.
Updated: Sep. 19, 2010
The authors investigated the impact of an open inquiry experience on elementary science methods students‘ understanding of celestial motion. The authors have also examined the tools, resources, and ideas that preservice teachers used to develop their own inquiry investigations to understand their resourcefulness in pursuit of a scientific question. A comparison of participants‘ inquiry projects with the change in their understanding revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students may need more guidance to reach a full scientific understanding across all aspects of celestial motion.
Updated: Sep. 19, 2010
Science Curriculum and Teacher Education: The Role of Presuppositions, Contradictions, Controversies and Speculations vs Kuhn's ‘Normal Science’
The article describes Kuhn’s (1970) claim that textbooks are good 'pedagogical vehicles' for the perpetuation of ‘normal science’. However, Collins (2000) has found out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). The author claims that despite the reform efforts, students still have naïve views about the nature of science. The author suggests that the teacher by 'unfolding' the different episodes can emphasize and illustrate how science actually works, and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks.
Updated: Aug. 22, 2010
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.
Updated: Aug. 15, 2010
4E × 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms
Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2 Instructional Model provides such a model for learning that links strong conceptual understanding of content with inquiry learning experiences. The 4E × 2 Model integrates three constructs, formative assessment, inquiry instructional models, and metacognitive reflection.
Updated: Jan. 12, 2010
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group.
Updated: Dec. 21, 2009
Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development
The purpose of this study was to investigate the relationship between teachers’ participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). 69 teachers participated in this study. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.
Updated: Nov. 03, 2009
Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education
This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that nearly all districts reported special education settings for the instruction of science for students with disabilities. However, some districts provided only general education settings.
Updated: Nov. 02, 2009
A Bridge to Developing Efficacious Science Teachers of All Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity
This study investigated the effects of community-based service-learning (CBSL), supplemented with discussions and activities about diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning for diverse student groups. 81 preservice teachers participated in this study.
Updated: Nov. 02, 2009
This longitudinal study of middle school science teachers examined the relationship between effective science instruction, as defined by the National Science Education Standards, and student achievement in science. 11 teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol, and student achievement, which was assessed using the Discovery Inquiry Test in Science. This study provides justification for teaching science effectively to narrow achievement gaps in science.
Updated: Jul. 09, 2009