Zobrazeno 1 - 10
of 115
pro vyhledávání: '"Randy L. Bell"'
Publikováno v:
International Journal of Science Education. 43:1483-1503
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their ...
Publikováno v:
Professional Development in Education. 49:273-296
This investigation explored a learning community approach to professional development (PD) specifically catered to science teacher educators. It was designed to bolster faculty collaboration, help ...
Publikováno v:
Science Education. 104:326-353
Publikováno v:
Journal of Science Teacher Education. 30:409-428
Although there is growing understanding of beginning secondary science teacher learning and development in the United States, little is known about their learning experiences at professiona...
Publikováno v:
Chemistry Education Research and Practice. 20:53-67
Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how to support TAs to implement reform-based teaching in undergraduate settings, and in particula
Publikováno v:
International Journal of Science Education. 40:2245-2264
This embedded mixed method study used a randomised controlled trial design to examine two cohorts of upper (grades 4–6) elementary teachers’ classroom implementation of nature of science (NOS) instruction following their participation in a sta
Publikováno v:
Science Education. 102:474-497
Publikováno v:
Journal of Science Teacher Education. 28:699-723
We investigated changes in district science coordinators’ understandings and practices following their participation in a statewide professional development (PD). Participants included 13 male and 34 female science coordinators from 42 different sc
Publikováno v:
Research in Science Education. 48:1321-1337
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known abou
Autor:
Bridget K. Mulvey, Randy L. Bell
Publikováno v:
International Journal of Science Education. 39:62-85
Despite successful attempts to improve learners’ nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implicatio