Science teacher education

International Encyclopedia of Education

Volumn , Issue , 2010, Pages 712-718

  Van Driel, J H ^a   Abell, S K ^b  

^a LEIDEN UNIVERSITY   (Netherlands)

^b UNIVERSITY OF MISSOURI   (United States)

Author keywords

Knowledge development; Learning to teach; Pedagogical content knowledge; Practical knowledge; Preservice teachers; Professional development; Prospective teachers; Science education; Teacher education; Teacher knowledge; Teacher learning; Teaching science

Indexed keywords

EID: 84874149067     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1016/B978-0-08-044894-7.00682-5     Document Type: Chapter

References (40)

1. Abd-El-Khalick F., Bell R.L., Lederman N.G. The nature of science and instructional practice: Making the unnatural natural. Science Education 1998, 82:417-436.
2. Abell S. Science Teacher Education: An International Perspective 2000, Kluwer Academic Press, Dordrecht.
3. Abell S. Research on science teacher knowledge. Handbook of Research on Science Education 2007, 1105-1149. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).
4. Abell S.K., Bryan L.S. Reconceptualizing the elementary science methods course using a reflection orientation. Journal of Science Teacher Education 1997, 8:153-166.
5. Abell S.K., Bryan L.A., Anderson M.A. Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Education 1998, 82:491-510.
6. Adams P.E., Krockover G.H. Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching 1997, 34:633-653.
7. Akerson V.L., Flick L.B., Lederman N.G. The influence of primary children's ideas in science on teaching practice. Journal of Research in Science Teaching 2000, 37:363-385.
8. Appleton K. How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education 2003, 33:1-25.
9. Bransford J.D., Brown A.L., Cocking R.R. How People Learn: Brain, Mind, Experience and School 1999, National Research Council, Washington, DC.
10. Clermont C.P., Krajcik J.S., Borko H. The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching 1993, 30:21-43.
11. Davis E.A. Knowledge integration in science teaching: Analysing teachers' knowledge development. Research in Science Education 2004, 34:21-53.
12. De Jong O., Van Driel J.H., Verloop N. Pre-service teachers' pegagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching 2005, 42:947-964.
13. Geddis A.N. Transforming subject-matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching. International Journal of Science Education 1993, 15:673-683.
14. Geddis A.N., Onslow B., Beynon C., Oesch J. Transforming content knowledge: Learning to teach about isotopes. Science Education 1993, 77:575-591.
15. Gilbert S.W. NSTA in NCATE: Some results from the folio reviews and directions for the future. Journal of Science Teacher Education 1994, 5:131-138.
16. Hashweh M.Z. Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education 1987, 3:109-120.
17. Hattie J. Teachers Make a Difference: What is the Research Evidence?. Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne 2003.
18. Justi R., Van Driel J.H. The development of science teachers' knowledge on models and modelling: Promoting, characterizing, and understanding the process. International Journal of Science Education 2005, 27:549-573.
19. Lederman N.G. Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching 1992, 29:331-359.
20. Loughran J.J. Science teacher as learner. Handbook of Research on Science Education 2007, 1043-1066. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).
21. Loughran J., Mulhall P., Berry A. In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching 2004, 41:370-391.
22. Magnusson S., Borko H., Krajcik J. Nature, sources, and development of pedagogical content knowledge for science teaching. Examining Pedagogical Content Knowledge 1999, 95-132. Kluwer Academic Publishers, Dordrecht. J. Gess-Newsome, N.G. Lederman (Eds.).
23. Niess M.L. Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education 2005, 21:509-523.
24. Osborne J., Dillon J. Science Education in Europe: Critical Reflections 2008, The Nuffield Foundation, London.
25. Roberts D.A. What counts as science education?. Development and Dilemma's in Science Education 1988, 27-54. Palmer Press, London. P.J. Fensham (Ed.).
26. Russell T., Martin A.K. Learning to teach science. Handbook of Research on Science Education 2007, 1151-1176. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).
27. Schön D.A. The Reflective Practitioner: How Professionals Think in Action 1983, Basic Books, New York.
28. Shulman L.S. Those who understand: Knowledge growth in teaching. Educational Researcher 1986, 15(2):4-14.
29. Southerland S.A., Gess-Newsome J. Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education 1999, 83:131-150.
30. Taylor J., Gess-Newsome J. Exploring Tools and Methods for Measuring Pedagogical Content Knowledge. Paper presented at the annual meeting of the Association for Science Teacher Education, Clearwater, FL 2007.
31. Van Driel J.H., De Jong O., Verloop N. The development of pre-service chemistry teachers' PCK. Science Education 2002, 86:572-590.
32. Veal W. Content specific vignettes as tools for research and teaching. Electronic Journal of Science Educaton 2002, 6(4):37. http://wolfweb.unr.edu/homepage/crowther/ejse/ejsev6n4.html.
33. Zembal-Saul C., Krajcik J., Blumenfeld P. Elementary student teachers' science content representations. Journal of Research in Science Teaching 2002, 39:443-463.
34. Appleton K. Elementary science teaching. Handbook of Research on Science Education 2007, 493-535. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).
35. Davis E.A., Petish D., Smithey J. Challenges new science teachers face. Review of Educational Research 2007, 76:607-651.
36. Gess-Newsome J. Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction. Examining Pedagogical Content Knowledge 1999, 51-94. Kluwer Academic Publishers, Dordrecht. J. Gess-Newsome, N.G. Lederman (Eds.).
37. Hewson P.W. Teacher professional development in science. Handbook of Research on Science Education 2007, 1179-1203. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).
38. Lederman N.G. Nature of science: past, present, and future. Handbook of Research on Science Education 2007, 831-879. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).
39. Luft J. Minding the gap: Needed research on beginning/newly qualified science teachers (Guest editorial). Journal of Research in Science Teaching 2007, 44:532-537.
40. Roth K.J. Science teachers as researchers. Handbook of Research on Science Education 2007, 1205-1259. Lawrence Erlbaum Associates, Mahwah, NJ. S. Abell, N. Lederman (Eds.).