Abstract The purpose of this study was to investigate the beliefs six experienced high school science teachers about (1) what is successful learning; (2) are purposes laboratory in teaching; and (3) how inquiry implemented classroom. An interpretive multiple case with an ethnographic orientation used. teachers' learning were substantively linked their implementation. For example, two who believed that deep conceptual understanding, used verification labs primarily illustrate these concepts...

The purpose of this study was to explore how science teachers' epistemological beliefs and teaching goals are related their use lab activities. Research questions include (a) What the pertaining activities? (b) Why do teachers (c) How instructional actions? Two major aspects epistemologies guided study: ontological aspect (certainty/diversity truth) relational (relationship between knower known). addresses whether one views knowledge as certain truth or tentative multiple truths. him/herself...

The purpose of this study was to investigate socio‐cultural factors underpinning curriculum change by examining teacher beliefs in the context professional development. Scottish teachers were participating policy implementation based on formative assessment. Teachers selected who positive about assessment initiative, so as examine inter‐relationships amongst beliefs, policy, and practices when intended implement innovation. aims investigate: (a) nature teachers' teaching, learning,...

Abstract This article presents a theoretical framework in the form of model on which to base research scientific literacy and language use. The assumption guiding is that comprised abilities think metacognitively, read write texts, apply elements argument. composed three constructs: authenticity, multiple discourses, Bhabha's Third Space. Some implications are students need opportunities (a) use everyday situations; (b) negotiate readily among many discourse genres science; (c) collaborate...

This article discusses the issue of sustainability educational change in light findings from research undertaken tandem with a development project initiated by Scottish Education Authority, The Highland Council. paper reviews some key themes that have emerged recent literature on change, before drawing data to address two issues: factors helped promote and sustain changes within schools; barriers innovation experienced these schools. We conclude identifying range considerations should be...

Abstract Scotland is one of several countries to have recently implemented a new national curriculum highlight 21st century educational priorities. Teachers been mandated follow the guidelines, known as Curriculum for Excellence (CfE), since fall 2010. The purpose this study was use phenomenological lens investigate how Scottish secondary science teachers are experiencing their work development, including daily lesson design and more broadly, mapping within context reform (Remillard [1999],...

Abstract The use of inquiry‐based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an experience. Using interpretive data analysis, students' conceptual ecologies, learning beliefs, and epistemologies were explored. Findings indicated that with constructivist beliefs tended to add more meaningful understandings during inquiry labs than positivist beliefs. All improved their understanding experiment biology....

The purpose of this study was to investigate the influence an integrated experiential learning and action research project on preservice science teachers' developing ideas about teaching, learning, itself. qualitative, interpretive examined 10 master's degree students who were involved in service with children informal education settings. Results indicated that all participants enhanced their knowledge as diverse learners importance prior learning. In-depth case studies for three two...

Inquiry-based teaching promotes students’ engagement in problem-solving and investigation as they learn science concepts. Current practice teacher education the use of inquiry science. However, literature suggests that many teachers hold incomplete or incorrect conceptions inquiry. Teachers, therefore, may believe are providing more experiences than are, reducing positive impact on interest skills. Given prominence professional development experiences, educational evaluators need strong...

Lack of time for teaching science in traditional classroom placements the United States has led some teacher educators to provide practice elementary education students informal settings. The purposes this study were describe culture one methods course taught conjunction with a K–7 summer camp and explore how identities three case-study developed culture. Theoretical frameworks included situated learning (J. S. Brown, A. Collins, & P. Duguid, 1989), professional identity development (M. B....

Abstract This is a critical time for the science education community as we embark on creation and implementation of new national standards. The purpose this essay to offer insight into how language curriculum standards, including that found in state standards United States over past 15 years, has posed barriers meaningful teaching learning. I synthesize research from educational policy, education, theory, inquiry, my own experiential learning particular case Georgia analyze effects...

The purpose of this study was to investigate the ways in which preservice elementary teacher candidates designed integrated reading and science lessons that evoked use similar cognitive skills both subjects, such as sequencing, predicting, classifying, or noting cause effect. authors provided with a lesson plan template focused on making meaning for hands-on activities along appropriate fiction nonfiction texts. We used qualitative content analysis determine candidates' (a) general...

(2003). Journaling During a School-Based Secondary Methods Course: Exploring Route to Teaching Reflection. Journal of Science Teacher Education: Vol. 14, No. 3, pp. 161-176.

A previous study ( Wallace, Yang, Hand, & Hohenshell, 2001 ) indicated that seventh‐grade life science students using a learning tool known as the Science Writing Heuristic (SWH) performed significantly better on conceptual test questions than did control group. In present study, researcher studied more deeply how utilized variety of knowledge sources while engaged in SWH, including textbook, teacher‐led discussions, laboratory activities, peer group discussion, and writing (including...