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Gotowa bibliografia na temat „Science teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Science teachers"

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강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring." Journal of Research in Curriculum Instruction 22, no. 1 (2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.

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Seddon, Terri. "Rethinking Teachers and Teacher Education in Science." Studies in Science Education 19, no. 1 (1991): 95–117. http://dx.doi.org/10.1080/03057269108559994.

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METE, Hasan, and Selda BAKIR. "Teaching Styles of Science Teachers." Journal of Educational Sciences Research 6, no. 2 (2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.

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Varelas, Maria, Roger House, and Stacy Wenzel. "Beginning teachers immersed into science: Scientist and science teacher identities." Science Education 89, no. 3 (2005): 492–516. http://dx.doi.org/10.1002/sce.20047.

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Djumat, Nurani, Agung Purwanto, and Zarina Akbar. "The Role of Teachers in the Development of Naturalis Intelligence in Science Learning." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, no. 2 (2023): 373–84. http://dx.doi.org/10.37680/scaffolding.v5i2.2785.

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This study aims to identify the teacher's role in developing naturalist intelligence in science learning at Yapis Kaimana Elementary School. This study uses a qualitative case study approach, with data collection techniques through observation, interviews, and documentation. Data were analyzed using Miles and Huberman analysis techniques, namely data reduction, data presentation, and conclusions. The primary data for this study were school teachers, students, grade 1 teachers, grade 3 teachers, grade 5 teachers, grade 6 teachers, and grade IV science teachers. The results of the study show tha

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송신철, Kew-Cheol Shim, and 이치하. "A Study on Science Teachers’ Perception about Science Teacher Training Curriculum." Teacher Education Research 53, no. 1 (2014): 15–27. http://dx.doi.org/10.15812/ter.53.1.201403.15.

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Aalbergsjø, Siv Gundrosen, Ellen Karoline Henriksen, and Gunilla Eklund. "Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education." Nordic Studies in Science Education 19, no. 1 (2023): 20–34. http://dx.doi.org/10.5617/nordina.9582.

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Science teacher educators (STEs) are key actors for implementing research-based science teacher education (RBSTE). Based on group interviews with 29 STEs from seven different teacher education (TE) institutions in Norway, this study reports how STEs view RBSTE. The STEs did not express a comprehensive understanding of the term RBSTE; however, their descriptions of the aims of science TE were in line with educating research literate teachers - critical and reflective teachers who can develop their practice based on research. They regarded their own competence as decisive for RBSTE and described

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Moore, Randy. "Training Science Teachers." American Biology Teacher 56, no. 1 (1994): 4–5. http://dx.doi.org/10.2307/4449731.

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Tobias, S., and A. Baffert. "Empowering Science Teachers." Science 336, no. 6081 (2012): 519. http://dx.doi.org/10.1126/science.1223116.

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Astiti, Kadek Ayu, and Andam Surianty. "Training on integrated science learning for science teachers in Nekamese District." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, no. 2 (2022): 95–101. http://dx.doi.org/10.12928/jpm.v5i2.2967.

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PKM activities are carried out in partner schools in the form of training for Mathematics and Natural Sciences teachers to overcome the problems they are facing. Some of the obstacles that are being faced are that science teachers still have difficulty applying integrated science learning according to the demands of the 2013 curriculum. The targets to be achieved in the implementation of this PKM program include increasing the professional competence of teachers in implementing integrated science learning. Activities are designed in several stages, namely 1) coordinating with partner schools f

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Rozprawy doktorskie na temat "Science teachers"

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Adal, Elif Ece. "Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.

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Wan, Zhihong, and 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.

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Topcu, Mustafa Sami. "Preservice Science Teachers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609950/index.pdf.

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The main purpose of this study was to explore Preservice Science Teachers&rsquo<br>(PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs&rsquo<br>informal reasoning patterns<br>second, explored the relationship between informal reasoning patterns and quality<br>third, examined the variation of informal reasoning quality with SSI<br>at last, focused on the factors influencing PSTs&rsquo<br>informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a public university, in Ankara con

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Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.

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The aim of this study was to examine the relationships among pre-service science teachers&rsquo<br>personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo<br>self-efficacy and academic self-regulation, and pre-service science teachers&rsquo<br>academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipate

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Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.

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Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs&rsquo<br>metacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantita

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Yanis, Hilal. "Investigating Preservice Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614546/index.pdf.

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The purpose of this study was to investigate preservice science teachers&rsquo<br>mental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected<br>two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collec

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So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.

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So, Wing-mui Winnie, and 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.

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Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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Brown, Patrick L. "Investigating science teacher knowledge of learners and learning and sequence of science instruction in an alternative certification program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5601.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 22, 2009) Includes bibliographical references.

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Książki na temat "Science teachers"

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Dias, Michael, Charles J. Eick, and Laurie Brantley-Dias, eds. Science Teacher Educators as K-12 Teachers. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6763-8.

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Technical, Working Group (1984 Quezon City Philippines). Training of science teachers and teacher educators. Unesco Regional Office for Education in Asia and the Pacific, 1985.

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Schweingruber, Heidi, and Natalie Nielsen, eds. Science Teachers' Learning. National Academies Press, 2016. http://dx.doi.org/10.17226/21836.

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Woodburn, John H. Scientists & science teachers. Genie Publications, 1990.

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Open University. Physics for Science Teachers Project. and Open University. Professional Development in Education Sector., eds. Physics for science teachers. Open University, 1988.

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Open University. Primary Teachers Learning Science Course Team., ed. Primary teachers learning science. Open University, 1996.

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Education, Centre for Science, and Open University. Science for Primary Teachers., eds. Science for primary teachers. Open University, 1991.

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Open University. Primary Teachers Learning Science Course Team., ed. Primary teachers learning science. Open University, 1996.

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Education, Centre for Science, and Open University. Science for Primary Teachers., eds. Science for primary teachers. Open University, 1990.

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Open University. Chemistry for Science Teachers Course Team., ed. Chemistry for science teachers. Open University, 1992.

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Części książek na temat "Science teachers"

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Walton, R. S. "Science." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-66.

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Hall, Α. Rupert. "Science." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-186.

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Dawborn-Gundlach, Merryn. "Teacher Retention: Supporting Early-Career Science Teachers." In Complexity and Simplicity in Science Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_3.

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Ma, Hongming. "Science Teachers’ Professional Knowledge." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_233-4.

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Ma, Hongming. "Science Teachers’ Professional Knowledge." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_233.

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Larkin, Douglas B. "Mentoring New Science Teachers." In Teaching Science in Diverse Classrooms, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003484769-16.

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Kane, Justine M., and Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities." In Studying Science Teacher Identity. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_9.

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Kane, Justine M., and Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities." In Studying Science Teacher Identity. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_9.

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Griffith, Gemma, and Karunavira. "Science and theory." In Essential Resources for Mindfulness Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-28.

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Oner, Diler, and Yeliz Gunal Aggul. "Critical Thinking for Teachers." In Integrated Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3_18.

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Streszczenia konferencji na temat "Science teachers"

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Chan, Chi Keung. "THE IMPACTS OF A TEACHER DEVELOPMENT PROJECT ON PRE-SERVICE SCIENCE TEACHERS’ ASSESSMENT LITERACY." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0643.

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-langua

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Poole, Scott. "A Disruptive Partnership Connecting Academia, Science and the Profession." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.71.

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Initiated in April, 2014, The Governor’s Chair for Energy + Urbanism was a $2.25M five-year research partnership between the University of Tennessee, Knoxville, Skidmore, Owings & Merrill, a prominent architecture, interior design, urban planning, and engineering firm with an extensive global practice, and Oak Ridge National Laboratory (ORNL, located near Knoxville, TN, the largest U.S Department of Energy science and technology laboratory.1 While the partnership had multifaceted objectives, they all, in one way or another, had to bridge the prevailing disconnect between academic inquiry,

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Xaba, Nomzamo, and Aviwe Sondlo. "USING A LEARNER-BASED ACTIVITY APPROACH IN DEVELOPING SCIENCE TEACHERS’ READINESS IN INQUIRY-BASED LEARNING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end077.

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"The South African science curriculum expects secondary school teachers to adjust their ways of teaching to include inquiry-based learning that endorses learner-based activities. The learner-based activities refer to the processes of learning by doing where learners are not passive, but are rather encouraged to actively participate in their own learning experiences. This paper is necessitated by the limited literature that exists within the South African context about inquiry-based learning, which reveals that the implementation of learner-based activities continues to be a challenge for many

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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.

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Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the re

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Greitāns, Kārlis, and Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.

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This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, appli

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Craciun, Dana, and Madalin Bunoiu. "DEVELOPING PRE-SERVICE SCIENCE TEACHERS TPACK CONFIDENCE THROUGH WEB BASED COMICS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-135.

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The Technology Pedagogy and Content Knowledge (TPACK) framework used in the pre-service teacher training program requires new approaches to the effective integration of technology in science education, highlighting the intersection of the three main domains previously mentioned (technology, pedagogy and science content knowledge) in the training of future teachers. To develop the pre-service teacher's confidence in using TPACK we have chosen training activities built on web based comics and mind/concept maps as our pedagogical methods. Web based comics consist of fixed sequences of images and

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Birzina, Rita, Dagnija Cedere, Inese Dudareva, and Jazeps Logins. "Science Students: Would I Like to Be a STEM Teacher?" In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.33.

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Teaching is an increasingly important profession that contributes to the sustainable social and economic development of societies by providing quality education and promoting the development of pupils, while teacher shortages are the most widespread problem in Europe and worldwide. The role of the STEM (science, technology, engineering, and mathematics) teacher is to facilitate the application of science, mathematics, technical and engineering knowledge to solve everyday or societal problems, making the learning of science, technology, engineering and mathematics more meaningful. Fewer and few

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Chanetsa, Tarisai, and Umesh Ramnarain. "DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.

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"The study describes the development of a lesson observation schedule, to document Science teacher pedagogical content knowledge for nature of science (PCKNOS) and a subsequent pilot study to test the instrument. The objective of the study was to develop an observation schedule that could document enacted PCKNOS. NOS refers to the epistemology and sociology of science, science as a way of knowing and understanding the natural world, and the role of values and beliefs of the scientific community in the development of scientific knowledge (Lederman, 1998; Lederman and Lederman, 2004). Shulman (1

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Raporty organizacyjne na temat "Science teachers"

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LoFaro, Keelan. Cooperating Teachers' Perceived Preparedness to Support Science Teacher Candidates for Culturally Sustaining Science Teaching. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7204.

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Wieda, Karen J., Michael J. Schweiger, Mary Bliss, Stan G. Pitman, and Eugene A. Eschbach. Materials Science and Technology Teachers Handbook. Office of Scientific and Technical Information (OSTI), 2008. http://dx.doi.org/10.2172/937046.

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Author, Not Given. The Teachers Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/7181866.

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,0

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve

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Brett, B., M. A. Scheirer, and S. Raizen. A study of the Teachers` Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/161557.

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Thart, N. A. The Teachers Academy for mathematics and science. 1996 Annual report. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/543634.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learnin

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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency o

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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/34371.

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