Science Educator

Articles

Vol. 21, No. 2, Winter

Preparing Biology Teachers to Teach Evolution in a Project-Based Approach
AbstractThis study investigates a project-based learning (PBL) approach to teaching evolution to inform efforts in teacher preparation. Data analysis of a secondary biology educator teaching evolution through a PBL approach illuminated: (1) active student...
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Scientific Literacy: Resurrecting the Phoenix with Thinking Skills
AbstractPrior research suggests that students' understanding of scientific concepts is pre-determined by their reasoning ability. Other efforts suggest that American students' scientific literacy is in decline. One difficulty Bybee (2009) acknowledges...
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Explicitly Targeting Pre-Service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course
AbstractDevelopment of a scientifically literate citizenry has become a national focus and highlights the need for K-12 students to develop a solid foundation of scientific reasoning abilities and an understanding of nature of science, along with appropriate...
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Professional Development Strategies to Enhance Diversity in the Geosciences
AbstractBecause of the historically low numbers of minorities in geoscience careers and college majors, an area of growing attention is how teacher professional development may be utilized to increase diversity in the geosciences (Pecore et al., 2007;...
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An Investigation of the Epistemological Predictors of Self-Regulated Learning of Advanced Science Students
AbstractRecent research in educational psychology has shown that beliefs about knowing and learning have an effect on learning. These epistemological beliefs, which are categorized as certainty, simplicity of knowledge, existence of quick learning, and...
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Aligning University-Based Teacher Preparation and New STEM Teacher Support
Abstract: This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching...
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Emerging Issues: Open Educational Resources How Science Teachers Can Use Open Educational Resources to Revitalize Lessons
STEM literacy has a profound and growing impact on our day-today lives. It helps us make critical decisions about our health care, our finances and our retirement. It illuminates the ever more complex issues that govern the future of our democracy, and...
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Vol. 21, No. 1, Summer

Science IDEAS: A Research-Based K-5 Interdisciplinary Instructional Model Linking Science and Literacy
AbstractScience IDEAS is an evidence-based model that reflects interdisciplinary research findings that support the integration of literacy (e.g., reading comprehension) within science instruction in grades K-5. Presented is a framework for planning...
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Supporting the Development of Science Teacher Leaders - Where Do We Begin?
AbstractTeacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the Leadership...
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Ohio High School Biology Teachers' Views of State Standard for Evolution: Impacts on Practice
AbstractHigh school biology teachers face many challenges as they teach evolution. State standards for evolution may provide support for sound evolution instruction. This study attempts to build upon previous work by investigating teachers' views of...
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Exploring the Attitudes of Students Using an Edutainment Graphic Novel as a Supplement to Learning in the Classroom
AbstractEducators have successfully used various forms of entertainment media to inform the public about a wide range of subjects. Some of these methods have been implemented as learning tools for use in an academic setting. This study explores the attitudes...
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Inquiry-Based Instruction: Does School Environmental Context Matter?
AbstractIn a larger study on teachers' beliefs about science teaching, one component looks at how school environmental context factors influence inquiry-based science instruction. Research shows that three broad categories of school environmental factors...
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Urban High School Teachers' Beliefs concerning Essential Science Teaching Dispositions
AbstractThis qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban...
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Derivation and Implementation of a Model Teaching the Nature of Science Using Informal Science Education Venues
AbstractThis paper introduces a model for using informal science education venues as contexts within which to teach the nature of science. The model was initially developed to enable university education students to teach science in elementary schools...
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Commentary: Science Topics Not Related to Needed Reforms
To some science educators the term "topics" is a favorite word for use in lesson planning, teaching, curriculum frameworks, vocabulary mastery, and assessing student learning in science. But, for many, such a focus misses the point and the purpose of...
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Vol. 20, No. 2, Fall

Learning to Attend to the Substance of Students' Thinking in Science
AbstractIn this paper, we explore how candidates in a graduate-level science teacher preparation cohort attended to the substance of student thinking while watching classroom videos or reviewing students' written work. We shared eight case samples of...
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Gender Differences in Science-Related Attitudes and Interests among Middle School and High School Students
AbstractA survey of 6th-12th grade students was conducted to measure their science-related attitudes and interests. Significant gender differences were found among these students. Females reported more anxiety about science as well as less motivation...
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The Case for Summer Bridge: Building Social and Cultural Capital for Talented Black STEM Students
AbstractThis study uses focus groups to examine the importance of a pre-college summer bridge program for highly talented black students in science, technology, engineering, and mathematics (STEM). Longitudinal data were collected from 134 participants...
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Pedagogical Preparation of the Science Graduate Teaching Assistant: Challenges and Implications
AbstractGraduate teaching assistants are often left out of the science teacher education reform agenda, but these science educators are responsible for significant amounts of undergraduate instruction especially at large research universities. Within...
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Stemming the Tide: Retaining and Supporting Science Teachers
AbstractChronically high rates of new and experienced science teacher attrition and the findings of new large-scale mentoring programs indicate that administrators should adopt new approaches. A science teacher's role encompasses demanding responsibilities,...
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The Influence of a Two-Year Professional Development Institute on Teacher Self-Efficacy and Use of Inquiry-Based Instruction
AbstractThis paper investigates the impact of a two-year professional development program on teacher self-efficacy for inquiry-based instruction. The program utilizes scientist-teacher partnerships to develop content knowledge, inquiry-based instruction,...
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Students' Views of Science: A Comparison between Tertiary and Secondary School Students
AbstractThere is relatively tittle research evidence that documents current students' views of science - particularly a comparison of secondary and tertiary science. Further, tittle is known about how students' views of science differ according to level...
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Commentary: How to Get More Science Teachers Who Can "Do" Science: And Use Their Teaching as an Example
Why is there not more attention to all students (and teachers) actually "doing" science in every K- 16 science classroom? The faulty assumption is that there is information thought to be accurate that all must "know" before "doing" science. Doing science...
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Vol. 20, No. 1, Spring

No Teacher Left Unqualified: How Teachers and Principals Respond to the Highly Qualified Mandate
AbstractIn this paper, we examine the NCLB definition of a "highly qualified" teacher, the combined nature of federal and state highly qualified mandates, and how science teachers and their principals in one large, urban district have responded. In particular,...
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The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts
AbstractThis study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-testpost-test design was used in the current study. Earth science...
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Making Space for the Act of Making: Creativity in the Engineering Design Classroom
AbstractCreativity continues to be an important goal for 21st century learning. However, teachers often have difficulties fostering creativity in their classrooms. Current creativity research suggests that the act of making can enhance the teaching of...
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Tracking Perceived and Observed Growth of Inquiry Practice: A Formative Plan to Improve Professional Development Experiences
AbstractThe authors worked with 22 middle school math and science teachers for one year with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom. The professional development experience was framed...
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Gaming as a Platform for the Development of Innovative Problem-Based Learning Opportunities
AbstractThe state of education in the United States, particularly in the areas of science, mathematics and technology, has been a consistent source of concern since at least the early 1980s when student performance on the 1986 National Assessment of...
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Increasing the Number of Homegrown STEM Majors: What Works and What Doesn't
AbstractUniversity of Nebraska - Omaha (UNO) and Metropolitan Community College (MCC) have recently completed a five-year NSF STEP project to increase the number of homegrown STEM graduates. The overall project has been quite successful, and the numbers...
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Challenges to Inquiry Teaching and Suggestions for How to Meet Them
AbstractInquiry has been cited as an essential goal of science education for decades. While terminology has evolved over time, the notion that students need to apply various analytic and thought related skills in order to better learn underlying scientific...
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Vol. 19, No. 1, Spring

Engaging STEM Faculty in K-20 Reforms - Implications for Policies and Practices
This article looks at policies and strategies that can be used to promote partnerships involving university science, technology, engineering, and mathematics (STEM) faculty and K-12 teachers, as well as the nature of such collaboration.IntroductionThe...
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The Relationship between the Urban Small Schools Movement and Access to Physics Education
Although the positive and negative aspects of small schools have been well documented in some respects, this study examines one issue that has been missing from the debate, namely, the relationship between school size and physics access.IntroductionNew...
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Why Inquiry Is Inherently Difficult. . . and Some Ways to Make It Easier
The authors offer a framework that identifies two critical problems in designing inquiry-based instruction and suggest models for developing instruction that overcomes those problems."I shall not today attempt further to define the kinds of material...
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Strategies for Improving Retention of Community College Students in the Sciences
Almost one half of U.S. students receiving B.S. and M.S. science degrees attend community colleges during their academic careers, yet for the large majority of community college students in the sciences, a four-year degree in a STEM discipline remains...
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Gravity, Magnetism, and "Down": Non-Physics College Students' Conceptions of Gravity
This study concentrates on exploring non-science majors' conceptual understanding of gravity and how they use this understanding while solving problems involving gravity.I. IntroductionThis study investigates college students ' ideas of gravity in the...
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Elementary Pre-Service Teachers' Environmental Literacy and Views toward Science, Technology, and Society (STS) Issues
The study explored elementary pre-service teachers' attitudes toward environmental and STS issues, their levels of environmental literacy and knowledge about STS, and their views about teaching environmental and STS issues.A quick glance at our modern...
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In-Service Elementary Teachers' Understanding of Magnetism Concepts before and after Non-Traditional Instruction
The authors provide a descriptive study of in-service elementary teachers' understanding of magnetism concepts and confidence in their understanding of those concepts before and after non-traditional instruction that utilizes instructional activities...
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Vol. 18, No. 1, Spring

Comparison of Central Appalachian In-Service Elementary and Middle School Teachers' Understanding of Selected Light and Force and Motion Concepts
This descriptive study investigated whether elementary and middle school teachers in the Central Appalachian region were prepared to teach selected standards-based light, force and motion concepts they could reasonably be expected to teach. The study...
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Pedagogical Content Knowledge as a Foundation for an Interdisciplinary Graduate Program
The authors offer a working model of a transferable teacher preparation program that is founded upon the concepts of reflective practitioner and teacher as researcher.Despite the long history of the study of pedagogical content knowledge (PCK) , two...
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What Happens When Even the Teacher Doesn't Know What the Next Experiment Will Be?
The author describes the educational and professional experiences that helped shape her approach to teaching middle school science through openended inquiry in an urban middle school setting.For many years, I taught science in an urban middle school....
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How Can True Inquiry Happen in K-16 Science Education?
In his analysis of current research on teaching through the use of inquiry in the science curriculum, the author explores student learning, students' misconceptions of the nature of science, and ideas for curricular support, as components of the challenge...
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Peer-Led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses
This study examined the impact of Peer-Led Team Learning (PLTL) on critical thinking gains in science and math courses at a research university in the Pacific Northwest.In their search for more effective ways to teach college-level science, technology,...
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The Evolution of Creationism in America
This article examines the creationist movement and discusses the implications for science educators.Recently, I was in a large chain bookstore when I noticed something odd about the way the books were organized. On the same shelf, I found creationist...
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Vol. 17, No. 2, Fall

Models of Providing Science Instruction in the Elementary Grades: A Research Agenda to Inform Decision Makers
This article describes the outgrowth of a recently held invitational conference, supported by the National Science Foundation, to define, describe, and examine existing models for the use of elementary science specialists. The authors explore the educational,...
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Elementary Science Specialists: A Pilot Study of Current Models and a Call for Participation in the Research
The authors report an empirical pilot study of current models of elementary science instruction that utilize science specialists, and make a call for the participation of schools and districts that use a specialist model to assist in collecting the descriptive...
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Accumulating Knowledge on Elementary Science Specialists: A Strategy for Building Conceptual Clarity and Sharing Findings
This article offers a framework for supporting identifying and organizing the elements that comprise elementary science specialist models. With these first building blocks, it is the hope of the author to create a foundation for shared language, conceptual...
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Developing Teacher Leaders in Science: Catalysts for Improved Science Teaching and Student Learning
The Reaching for Excellence in Middle and High School Science Teaching and Learning Partnership Project at East Tennessee State University has a long history in the development of teacher leaders. This article describes the professional development model,...
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Developing Teacher Leaders in Science: Attaining and Sustaining Science Reform
An argument is made that teacher leadership at both the system and school level is an important part of the science systemic process intended in science education reform. This article describes the design of such a professional development program, the...
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A School District's Adoption of an Elementary Science Curriculum
The author describes how case study methods were used to understand the intricacies of curriculum adoption in one school district and the context in which an adoption decision was made. As data collection and interpretation commenced, understanding of...
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Teaching Science Methods Online: Myths about Inquiry-Based Online Learning
The author addresses six myths about inquiry-based online science delivery and offers some strategies to demonstrate effective online science teaching.IntroductionWith universities , teacher education institutions, and high schools gearing up heavily...
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Vol. 17, No. 1, Spring

Whose Science Is It Anyway? Models of Science According to Chemistry Students, Faculty, and Teachers
This study describes data collected from undergraduate chemistry majors, high school chemistry teachers, and chemistry faculty in an effort to better understand how models and conceptions of scientific inquiry might change through time and experience...
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Middle School Students' Perceptions of the Instructional Value of Analogies, Summaries and Answering Questions in Life Science
The authors investigated students' perceptions of the effectiveness and utility of generating analogies, summaries, and answering questions in a middle school science classroom and elucidated their intentions to use these strategies in science classrooms...
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Do Policies That Encourage Better Attendance in Lab Change Students' Academic Behaviors and Performances in Introductory Science Courses?
Reducing the number of allowable absences from three labs to two labs per semester improved students' lab attendance, lab grades, and course grades in an introductory biology course.Science courses with hands-on, investigative labs are a typical part...
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Modeling Instruction: An Effective Model for Science Education
The authors describe a Modeling Instruction program that places an emphasis on the construction and application of conceptual models of physical phenomena as a central aspect of learning and doing science.IntroductionModeling Instruction is an evolving,...
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Divergent Views: Teacher and Professor Perceptions about Pre-College Factors That Influence College Science Success
Interview data from secondary and postsecondary science instructors explored their in depth views on preparing students for college science. Professors expressed a high level of consensus concerning two factors: general student skills and mathematics...
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Science Laboratory Experiences of High School Students across One State in the U.S.: Descriptive Research from the Classroom
This study examined the science laboratory experiences of high school students in Utah.IntroductionThe National Research Council's (2005) publication America's Lab Report: Investigations in High Schoo I Science provided the impetus for this study. In...
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An Explanatory Framework Detailing the Process and Product of High-Quality Secondary Science Practice
Experienced science teachers were compared to Presidential Awardee science teachers in an attempt to explain the process by which high-quality secondary science teaching practice develops.Best practice research in secondary science education begins with...
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Vol. 16, No. 1, Spring

Building a Leadership Network Supporting Science Education Reform in Rural East Alabama
The authors argue that leadership networks when comprised of regional stakeholders including university faculty, school system administrators, and teacher leaders can begin to work together towards common reform goals.Many of us who are in science teacher...
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A Study of the Association of Autonomy and Achievement on Performance
The authors find that autonomous learning activities in high school science interact with high school mathematics grades to produce a significant association with college science grades.Inquiry-based instructional practices are a mainstay of the National...
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What Results Indicate concerning the Successes with STS Instruction
This study investigates the effectiveness of the Iowa Chautauqua Professional Development Program.The National Science Education Standards emphasize a goal that all students should achieve scientific literacy which is defined as the knowledge and understanding...
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Museums and Teacher Professional Development in Science: Balancing Educator Needs and Institutional Mission
The author examines the museum as a valuable resource for providing professional development within informal learning environments, especially in the area of science instruction and curricular methods.A distinct need for quality professional development...
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Breaking from Tradition: Unfulfilled Promises of Block Scheduling in Science
Using a national survey of more than 7,000 students from 128 different college introductory science courses, the authors compared students who experienced Block scheduling and Traditional scheduling in high school.With 66.7 % of high school graduates...
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Japanese Lesson Study, Staff Development, and Science Education Reform - the Neshaminy Story
A school district's experiment with Japanese Lesson Study has provided the impetus for change in both curriculum and instructional strategiesAs the Science Coordinator, K-12 for the Neshaminy School District, I am frequently reviewing educational literature...
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Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum
A compelling argument is made for incorporating environmental science into the high school core curriculum to improve students' perceptions of science while preparing them both for the use of science in their lives and for postsecondary education.IntroductionWith...
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Vol. 15, No. 1, Spring

What Lies beneath the Science Achievement Gap: The Challenges of Aligning Science Instruction with Standards and Tests
Amongst all instructional issues facing science education, the one that exerts the most substantial impact on the lasting achievement gap is the "mile-wide, inch-deep" curriculum, which is created by superficial alignments among standards, tests, and...
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Changing Mindsets about Classroom Assessment
A group of middle school science teachers and a university researcher recount some of their experiences as they individually and collectively worked toward improving their everyday assessment practices to better support student learning.Everyday classroom...
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Connecting Professional Development to Student Learning Gains
An argument is made that highly effective, research-based professional development can translate into improved student achievement and overall school effectiveness.IntroductionIs there a direct link between teacher professional development and an increase...
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Teacher Research: Exploring Student Thinking and Learning
Teachers who conduct research in the context of their own teaching practices can contribute to knowledge about reform-based instruction.IntroductionWhat does it mean for teachers to do research? Is forming a fleeting question in the midst of teaching...
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Teaching and Assessing Science for Understanding: Managing the Accountability Dilemma
The authors report on findings from a year-long study of how teachers determine student understanding and why they employ the instructional and assessment strategies that they do.IntroductionIn the United States, science teachers are challenged by the...
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What Makes a Secondary School Science And/or Mathematics Teacher "Highly Qualified?"
The authors examine the impact of the "highly qualified" teacher aspect of the NCLB legislation. They conclude that a highly qualified teacher requires much more than just content knowledge.IntroductionIssues facing schools abound from NCLB legislation....
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The Impact of Educational Technology on Student Achievement: Assessment of and for Learning
The author explores current efforts by educators and policy makers to harness the power of educational technology for both assessment of learning and assessment for learning in K-12 classrooms.In this era of accountability brought about through international...
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Vol. 14, No. 1, Spring

Changing Perspectives in Professional Development
This article explores three major shifts in beliefs about professional development that are suggested by the research on teacher learning and shares examples of programs from the National Eisenhower Consortia that demonstrate the importance of the shifts.IntroductionOver...
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Putting the Puzzle Together: Scientists' Metaphors for Scientific Inquiry
This study describes specific metaphors commonly used by scientists to articulate aspects of their conception of scientific inquiry.This metaphor reminds us that scientific inquiry is not set of proscribed steps with a known outcome.Metaphors are used...
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Early Recruitment of Science Teachers: Promising or Problematic Strategy
This study examines the experiences and knowledge of students who are participating in a recruitment course in a secondary science, mathematics, and computer science teacher education program.The United States currently faces a shortage of mathematics...
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Brain Research: Implications to Diverse Learners
A growing understanding of the way the brain functions offers new insights into the minds of students at all stages of development.This decade marks one of the most productive eras of neurological research, which offers exciting opportunities for the...
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Designing Professional Development Opportunities for Teachers That Foster Collaboration, Capacity Building and Reflective Practice
A case is made that professional development activities in science, when designed as generic programs, can limit pathways individual teachers may take or even select to meet their specific professional development needs.The standards movement across...
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Achieving the Staff Development Model Advocated in the National Standards
An argument is made that more actions are needed by more professionals in more schools if the visions of the National Science Education Standards are going to succeed in accomplishing the illusive reforms for which the science education community has...
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Pre-Service Teacher Self-Efficacy Beliefs regarding Science Teaching: A Comparison of Pre-Service Teachers in Turkey and the USA
Results from a study to compare preservice elementary teachers' efficacy beliefs at a large Turkish university and at a large American Mid-Western university indicate that the preservice elementary teachers in these two countries may have different science...
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Technology Integration Enhancing Science: Things Take Time
A process is outlined in which a professional development program allows K-8 teachers to make the transition from a traditional classroom to one where technology is imbedded and becomes an integral part of teaching and learning.Project TIES (Technology...
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Vol. 13, No. 1, Spring

Looking Inside the Classroom: Science Teaching in the United States
Findings from the Inside the Classroom Study suggest that the key is not the particular instructional strategies that are used, but rather engaging students in ways that lead to their conceptual understanding.For the past few decades, the nation's attention...
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Evaluation of Systemic Reform: Learning While Doing
One state's effort to evaluate the outcomes of its systemic reform elucidated several issues critical to most large-scale efforts in educationIntroduction"The theory of systemic reform rests on some assumptions that should be examined and tested. First,...
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Preservice Science Teachers' Concerns through Classroom Observations and Student Teaching: Special Focus on Inquiry Teaching
This study develops a picture of how preservice science teachers' instructional concerns changed during a yearlong science methods program spanning classroom observations through student teachingIntroductionThe ability of teachers to assess and change...
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Leadership in Science Education: Focusing on the Unknown and Moving to Knowing
An argument is made that science leaders must take the goals of science education seriously and use them to frame our teaching and staff development efforts.Never has there been a time when the need for creative leadership is more needed in schools to...
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Moral and Ethical Dimensions of Socioscientific Decision-Making as Integral Components of Scientific Literacy
An argument is made that socioscientific decision-making occupies a seminal place in scientific literacy and attention to morality and ethics must be included in the science curriculum.Science educators have appropriated many meanings for the phrase...
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Recipients' Views of the Role of Christa McAuliffe Fellowships in Science Education1
Results are presented that identify the dimensions of the perceptions of Christa McAuliffe Fellows regarding the impact of their participation on their classroom teaching and the relationship of these dimensions to selected demographic variables.The...
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Engaging Stakeholders in Productive Meetings to Reform Science Education
A course is described which prepared graduate students to engage stakeholders in productive meetings to reform science education and to prepare for future leadership roles in science teacher education reform.Have you ever spent hours in a meeting in...
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Vol. 12, No. 1, Spring

Teaching to the Science Standards: Stories from the Classroom
Results of qualitative research indicate that although teachers do not object to standards-based instruction, they are not receiving sufficient support to align current instructional and assessment practices with published benchmarks.Research on Science...
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Science in the City: Consistently Improved Achievement in Elementary School Science Results from Careful Planning and Stakeholder Inclusion
Setting high expectations in science education in the elementary grades, leading to increasingly improved achievement for both poor and minority students, is being demonstrated convincingly by a large urban school district.IntroductionOur future depends...
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Using GIS Technology to Support K-8 Scientific Inquiry Teaching and Learning
A model program for using GIS technology is described in the context of science content to help K-8 teachers become proficient in learning and teaching through scientific inquiry.During the 1980s a revolutionary type of computer software called Geographic...
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The Coupled-Inquiry Cycle: A Teacher Concerns-Based Model for Effective Student Inquiry
The science education reform movement that emphasizes student-centered construction and meaningful understanding of science concepts, has identified inquiry teaching and learning as an effective strategy for student learning.The National Science Education...
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Science Leadership in an Era of Accountability: A Call for Collaboration
Collaboration is described as an important component in achieving meaningful leadership initiatives at the local, state, and national levels.America's public schools encompass an amazing diversity of unique communities and constituents, so diverse in...
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Providing Effective Professional Development: Lessons from the Eisenhower Program
Results are presented that show specific management and implementation strategies, such as aligning standards and assessments with professional development activities, continuous improvement efforts, and coordination with other funding sources, lead...
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Is There a Shortage among Mathematics and Science Teachers?1
Findings show that contrary to conventional wisdom, the problems schools are having staffing classrooms with qualified teachers are not due to increases in student enrollment or increases in teacher retirement. An argument is made that educational policy...
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Vol. 11, No. 1, Spring

Exploring the Professional Development Design Process: Bringing an Abstract Framework into Practice
Designing effective professional development programs requires a deliberate process in which careful consideration is given to numerous inputs into the framework design. The improvement of student achievement in science education continues to be a top...
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Inquiry-Oriented Science as a Feature of Your School System: What Does It Take?
Key characteristics of the inquiry-based science classroom are described in the context of both school and district. At present, much of the discussion of science education is cast in terms of the national or state standards, and the associated accountability...
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High Stakes Testing and Science Learning Assessment
An argument is made for the use of interactive computer application as a vehicle for incorporating more authentic assessments of students' learning of inquiry into standardized testing. Standardized tests within high stakes testing programs clearly act...
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Providing School and District-Level Support for Science Education Reform
Administrators who are viewed as knowledgeable about the issues and challenges involved in developing scientifically literate students are in a stronger position to promote and facilitate improvements in the science curriculum as well as its implementation....
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Attitudes toward Integration as Perceived by Preservice Teachers Enrolled in an Integrated Mathematics, Science, and Technology Teacher Education Program
The results of the quantitative analyses indicate that preservice teacher attitudes and perceptions related to the integration of mathematics, science, and technology education were positive upon completion of the program, though less positive than expressed...
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The Debate over Dissection: Dissecting a Classroom Dilemma
As the debate over dissection in the classroom continues, attention is being paid to the benefits of actual dissections, as well as to the advantages of dissection alternatives for the science education of students. Policy makers, curriculum developers,...
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A Case Study of Teacher Beliefs in Contemporary Science Education Goals and Classroom Practices
Results are presented from an examination of teachers' beliefs in contemporary goals of science education and the degree to which these beliefs are embedded in classroom practices. Introduction and Purpose Since the Sputnik days of the 1960s, numerous...
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