Teacher Thinking and Interconnectedness: Teachers' Thinking About Students' Experiences and Science Concepts During Classroom Teaching (original) (raw)
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What Research Says to the Science Teacher, Volume 4
1982
This volume was conceived as a review of basic research in science education and as a discussion of what the research findings mean for K-12 science teachers. The eight reports presented represent different dimensions of science education. Each provides a review of a given dimension and/or a goal of science teaching and suggests ways that current knowledge might affect practice. Reports focus on: (1) a review of some major studies in instruction, with suggestions for applications to science/mathematics curricula (J. Stallings); (2) information-processing psychology and a brief description of a science project using its methodology (J. Larkin); (3) role of instruction in the development of problem-solving skills in science (R. Ronning and D. McCurdy); (4) developing creativity as a result of science instruction (J. Penick); (5) deriving classroom applications from Piaget's model of intellectual development (D. Phillips); (6) the development of an attentive public for science: implications for science teaching (A. Voelker); (7) factors affecting minority participation and success in science (J. Kahle); and (8) status of graduate science education: implications for science teachers (J. Gallagher and R. Yager). Brief summaries of each report and background information are provided in an introduction. A list of six actions by educators that would serve to implement the research findings and set new directions for science education is presented in an epilogue.
A summary of research in science education — 1986. Part I
Science Education, 1988
This volume represents a compilation and organization of more than 400 research efforts reported in 1986. Its objective was to organize the research in such a way that studies or related topics are easy to access by practitioners or researchers. It is organized around four major sections that reflect the process of teaching, learning, and schooling including: (1) "Teaching and the Teacher" (studies of teacher attitudes, perceptions, practices, repertoires and performance); (2) "Learning and the Learner" (the nature of learning and characteristics of the learner); (3) "Curriculum and Instruction" (the nature of curricula, instructional variabloJs, and characteristics of exemplary science programs); and (4) "Instrument Development and Analysis" (efforts to develop and/or validate instruments to measure the process of teaching, learning and schooling). Each major section begins with an overview of the research summarized and a context for review, and ends with a reference list appropriate to.that section. No effort to conduct an in-depth analysis of each research area was made. A discussion of the significance of the studies and implication for practice and future research is included in each major section. Three imperatives that were noted were the need for research to have a greater impact upon classroom procedures, greater teacher interaction, and teacher collaboration on research teams. (CW)
Journal of Research in Science Teaching Volume 36 Issue 2 (Production # 0313) Guest Editorial
In the February 1996 JRST editorial, Pekarek, Krockover, and Shepardson despaired over the lack of teachers' application of research in informing their day-to-day practice. We agree that such a theory -practice (or research -practice) gap by science teachers deserves their concern. We would like the research community to know that some practitioners are listening. Researchers calling for greater participation in action-research: please keep calling.
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards.Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre-and in-service science teachers.