The Experts below are selected from a list of 3411 Experts worldwide ranked by ideXlab platform

David G Moursund - One of the best experts on this subject based on the ideXlab platform.

Charles J. Eick - One of the best experts on this subject based on the ideXlab platform.

  • Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits
    Journal of Science Teacher Education, 2007
    Co-Authors: Mark T. Jones, Charles J. Eick
    Abstract:

    Middle grades science Teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and Inservice Teacher Education programs in classroom practice. In this study, coteaching arrangements with secondary science Education majors provided additional Teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science Education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for Teachers to reflect on inquiry practice. Ongoing assistance by preservice Teachers allowed Inservice Teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.

Peter Rillero - One of the best experts on this subject based on the ideXlab platform.

  • The enlightenment revolution: A historical study of positive change through science Teacher Education
    Journal of Science Teacher Education, 1993
    Co-Authors: Peter Rillero
    Abstract:

    The impact of Pestalozzian theory as embodied in object teaching was only significantly felt in America when Teacher-Education institutions began teaching the spirit and techniques of this method. Sheldon and his colleagues helped spread object teaching across America by utilizing Inservice Teacher Education, preservice Teacher Education, a Practice School, and Education of Teacher educators. This enlightenment in Education shifted the instructional focus to the child, stressing activity and concrete experiences, rather than dull rote memorization. Elementary school science evolved from object teaching, and methods of science instruction were influenced by the object teaching movement. Educational reform may never again occur as swiftly or as dramatically; however, the message is clear: Significant, meaningful change can occur in schools through Teacher Education.

Douglas Huffman - One of the best experts on this subject based on the ideXlab platform.

  • Reforming Pedagogy: Inservice Teacher Education and Instructional Reform
    Journal of Science Teacher Education, 2006
    Co-Authors: Douglas Huffman
    Abstract:

    To what extent can a large-scale national Teacher-enhancement project help science Teachers employ new pedagogical methods in the science classroom? In this study, data from 13 high school physics Teachers who taught 23 classes with 401 students were examined to determine the extent to which a Teacher-enhancement project can alter Teachers’ pedagogy. Three groups of Teachers were examined: experienced users of the new pedagogy, beginning users of the new pedagogy, and a group of comparison Teachers who used traditional instructional methods. Results suggest the reform effort can increase the extent to which Teachers engage students in experiments and use alternative assessment methods; however, helping Teachers use constructivist discussion methods and discuss the nature of scientific inquiry appears to be more difficult. The implications for Inservice Teacher Education are discussed.

William F. Mccomas - One of the best experts on this subject based on the ideXlab platform.

  • TEN MYTHS OF SCIENCE: REEXAMINING WHAT WE THINK WE KNOW...
    1996
    Co-Authors: William F. Mccomas
    Abstract:

    This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly-applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and Inservice Teacher Education programs to help unseat the myths of science.

  • Ten Myths of Science: Reexamining What We Think We Know About the Nature of Science
    School Science and Mathematics, 1996
    Co-Authors: William F. Mccomas
    Abstract:

    This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly-applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and Inservice Teacher Education programs to help unseat the myths of science.