The effect of a problem solving in‐service program on the classroom behaviors and attitudes of middle school science teachers

Abell, Sandra K.; Pizzini, Edward L.

doi:10.1002/tea.3660290704

Cited by 15 publications

(13 citation statements)

References 39 publications

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“…Yet how teachers interpret these models and adapt them to their students' needs results in lessons that vary in regard to the representation of 'science as inquiry'. The amount of literature that discusses the implementation of inquiry lessons among teachers, Downloaded by [Dicle University] at 08:55 04 November 2014 either as a result of professional development programs (for example, Abell and Pizzini 1992, Luft and Pizzini 1998, Supovitz and Turner 2000 or by their own fortitude, indicates that planning and enacting inquiry-based instruction is both critical and challenging.…”

Section: Introductionmentioning

confidence: 99%

Research Report

Roehrig

Luft

2004

International Journal of Science Education

219

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Science as inquiry' is a key content standard in the National Science Education Standards to be enacted by US science teachers. This paper is the result of a study that was conducted in order to understand factors that impacted the inquiry-based instruction of 14 beginning secondary science teachers. These teachers were part of a collaborative university/school district induction program designed to facilitate inquiry-based instruction. For a period of 1 year, the teachers were followed in an attempt to understand their teaching beliefs, instructional practices, knowledge of the nature of science and scientific inquiry, and their experiences with inquiry instruction in the classroom. Case and cross-case comparisons revealed five main constraints that impacted their enactment of inquiry-based instruction: an understanding of the nature of science and scientific inquiry, content knowledge, pedagogical content knowledge, teaching beliefs, and concerns about management and students. This study reinforces the need for standards-based induction programs that offer various forms of support to assist beginning science teachers.

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Section: Introductionmentioning

confidence: 99%

Research Report

Roehrig

Luft

2004

International Journal of Science Education

219

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“…Understanding the factors that favor or hinder the processes of educational change in teachers has become one of the principal themes on the agenda of educational research (Davis, 2003;Hargreaves, Lieberman, Fullan, & Hopkins, 1999;Mellado, Ruiz, Bermejo, & Jiménez, 2006), and is an essential element in the planning and practice of teacher education and professional development programs (Abell & Pizzini, 1992).…”

Section: Introductionmentioning

confidence: 99%

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Da-Silva¹,

Jiménez

Ruiz

et al. 2007

Science Education

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ABSTRACT:We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993 -2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student

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“…An important topic in research on teacher education and professional development is the process of change in science teachers considered in its various stages, and the factors that favour or hinder it (Abell and Pizzini 1992). Our purpose in this article is to attempt to understand this process in which, in one way or another, all of us as teachers are immersed, and thereby enable us to come to rational decisions on what should be changed and what should be kept or improved.…”

Section: Introductionmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

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The effect of a problem solving in‐service program on the classroom behaviors and attitudes of middle school science teachers

Cited by 15 publications

References 39 publications

Research Report

Research Report

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Contributions from the Philosophy of Science to the Education of Science Teachers

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