Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Ingrid Weiland"'
Autor:
Ingrid Weiland, Julie M. Amador
Publikováno v:
The Teacher Educator. 50:109-126
The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1af2199aac9bd4eae86135272ea0e31f
https://doi.org/10.1080/08878730.2015.1009221
https://doi.org/10.1080/08878730.2015.1009221
Autor:
Ingrid Weiland
Publikováno v:
Journal of Research in Science Teaching. 52:84-106
Science education reform focuses on learner-centered instruction within contexts that support learners' sociocultural experiences. The purpose of this study was to explore Hispanic mothers' experiences as accompanying adults at an informal science ce
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::518b2335275757be39bffeb0530fc32d
https://doi.org/10.1002/tea.21190
https://doi.org/10.1002/tea.21190
Autor:
Caroline C. Sheffield, Harrie Buecker, Christine Sherretz, Penny B. Howell, W. Blake Haselton, Ann E. Larson, Ingrid Weiland, Diane W. Kyle, Melissa Evans-Andris
Publikováno v:
Peabody Journal of Education. 89:466-481
In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously establ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3bff32392130207a8457afd4d87b4871
https://doi.org/10.1080/0161956x.2014.942106
https://doi.org/10.1080/0161956x.2014.942106
Publikováno v:
International Journal of Science Education. 36:2055-2082
This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotape
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2dafcb035cd74c7f2cf3b1487437659
https://doi.org/10.1080/09500693.2014.890763
https://doi.org/10.1080/09500693.2014.890763
Autor:
Valarie L. Akerson, Ingrid Weiland
Publikováno v:
Journal of Science Teacher Education. 24:1333-1355
This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7008495b110053ab5be649d6f6eaa83d
https://doi.org/10.1007/s10972-013-9343-2
https://doi.org/10.1007/s10972-013-9343-2
Autor:
Judith A. Morrison, Ingrid Weiland
Publikováno v:
Journal of Science Teacher Education. 24:1023-1047
To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::76a38c8f99bfe6fbd1fe57725581142e
https://doi.org/10.1007/s10972-013-9336-1
https://doi.org/10.1007/s10972-013-9336-1
Publikováno v:
International Journal of Science and Mathematics Education. 12:329-352
Recent research and reform documents in mathematics and science education have highlighted the importance of preservice teacher education that focuses on understanding students’ reasoning and modifying instruction accordingly. Utilizing the constru
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2cbd4aed0b19fb7c56017c4581363f48
https://doi.org/10.1007/s10763-013-9402-3
https://doi.org/10.1007/s10763-013-9402-3
Autor:
Banu Avsar, Vanashri Nargund-Joshi, Khemmawadee Pongsanon, Valarie L. Akerson, Ingrid Weiland
Publikováno v:
International Journal of Science Education. 36:244-276
This study explored third-grade elementary students' conceptions of nature of science (NOS) over the course of an entire school year as they participated in explicit-reflective science instruction. The Views of NOS-D (VNOS-D) was administered pre ins
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c6e8d066cefd1504ed4c6dbdc27b556
https://doi.org/10.1080/09500693.2012.761365
https://doi.org/10.1080/09500693.2012.761365
This chapter describes a project-based learning unit on sustainability that was implemented in a fourth grade classroom by an informal educator (the second author) employed by a local waste management district. Previous instruction by the informal ed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2d541496bc5880bbdd4d14f91be0330c
https://doi.org/10.4018/978-1-4666-7363-2.ch042
https://doi.org/10.4018/978-1-4666-7363-2.ch042
Publikováno v:
Research in Early Childhood Science Education ISBN: 9789401795043
This chapter explores young children’s conceptions of life science topics that were identified in the research literature. Topics that were prevalent in the literature were the distinction between living and non-living entities, growth and developm
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7d2f1c39959496067ea350d6021949c7
https://doi.org/10.1007/978-94-017-9505-0_5
https://doi.org/10.1007/978-94-017-9505-0_5