Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences

2002 ◽  
Vol 40 (1) ◽  
pp. 77-97 ◽  
Author(s):  
Julie A. Luft ◽  
Gillian H. Roehrig ◽  
Nancy C. Patterson
Keyword(s):  
Science Teachers ◽  
Secondary Science ◽  
Induction Programs ◽  
Secondary Science Teachers ◽  
The Impact

Using Virtual Rehearsal in a Simulator to Impact the Performance of Science Teachers

2019 ◽  
Vol 11 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Lisa A. Dieker ◽  
Carrie Straub ◽  
Michael Hynes ◽  
Charles E. Hughes ◽  
Caitlyn Bukathy ◽  
...  
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Research Team ◽  
Virtual Learning Environment ◽  
Secondary Science ◽  
Behavior Changes ◽  
Group Design ◽  
Secondary Science Teachers ◽  
The Impact ◽  
Experimental Group

This study investigated the use of a virtual learning environment, TeachLivE, using pre-post group design to examine the effects of repeated virtual rehearsal sessions. Based upon past findings on the effectiveness of four 10-minutes sessions, the research team used refined methods to examine the effects of these sessions on 102 secondary science teachers. Teachers who took part in the simulated activities significantly increased their targeted behaviors compared to colleagues who had not taken part in the simulation activities. These results of behavior changes that occurred in the simulation were found to transfer back to the real classroom settings for the experimental group (simulation use). Results from this study further validates the impact of simulation in teacher education, showing professional learning in virtual-reality simulated classrooms can positively impact targeted teaching practices in a concentrated amount of time.

scholarly journals Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021 ◽  
Vol 13 (14) ◽  
pp. 7963
Author(s):  
Michiel van Harskamp ◽  
Marie-Christine P. J. Knippels ◽  
Wouter R. van Joolingen
Keyword(s):  
Science Teachers ◽  
Citizenship Education ◽  
Renewable Energy Sources ◽  
Explicit Representation ◽  
Secondary Science ◽  
Added Value ◽  
Face To Face ◽  
Secondary Science Teachers ◽  
Environmental Citizenship ◽  
Teacher Professional

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context

2018 ◽  
Vol 27 (6) ◽  
pp. 550-565 ◽  
Author(s):  
Wenjin Vikki Bo ◽  
Gavin W. Fulmer ◽  
Christine Kim-Eng Lee ◽  
Victor Der-Thanq Chen
Keyword(s):  
Science Teachers ◽  
Secondary Science ◽  
Secondary Science Teachers ◽  
Interactive Simulations
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