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Teaching and Teacher Education
written by Erin Peters Burton
The purpose was to examine NOS knowledge and pedagogical content knowledge about NOS of in-service secondary science teachers. Data sources included Views of Science and Education scale, lesson plans with rationales for choices, examples of student work products, videotapes of lesson peer reviews, and interviews conducted after the experience. Teachers scored significantly higher on several aspects of NOS knowledge and on one aspect of attitudes toward teaching NOS on the VOSE. Scaffolded NOS professional development with analysis of student work products resulted in NOS lessons that had a higher level of inquiry, and deliberate explicit and reflective instruction.
Teaching and Teacher Education: Volume 29, Issue 1, Pages 156-166
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Instructor: In-service
- Teacher Characteristics
= Affect
= Pedagogical Content Knowledge
Education Practices
- Active Learning
= Inquiry Learning
- Instructional Material Design
- Teacher Preparation
= Research
- Graduate/Professional
- Professional Development
- Reference Material
= Research study
Intended Users Formats Ratings
- Professional/Practitioners
- application/pdf
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© 2012 Elsevier Ltd.
DOI:
10.1016/j.tate.2012.09.005
Keywords:
In-service teachers, Nature of science, Self-regulated learning, Teacher professional development
Record Creator:
Metadata instance created May 25, 2016 by Madeleine Wolff
Record Updated:
May 30, 2016 by Lyle Barbato
Last Update
when Cataloged:
September 24, 2012
Other Collections:

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Record Link
AIP Format
E. Peters Burton, Teaching Teacher Education 29 (1), 156 (2012), WWW Document, (http://dx.doi.org/10.1016/j.tate.2012.09.005).
AJP/PRST-PER
E. Peters Burton, Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers, Teaching Teacher Education 29 (1), 156 (2012), <http://dx.doi.org/10.1016/j.tate.2012.09.005>.
APA Format
Peters Burton, E. (2012, September 24). Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers. Teaching Teacher Education, 29(1), 156-166. Retrieved December 11, 2017, from http://dx.doi.org/10.1016/j.tate.2012.09.005
Chicago Format
Peters Burton, Erin. "Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers." Teaching Teacher Education. 29, no. 1, (September 24, 2012): 156-166, http://dx.doi.org/10.1016/j.tate.2012.09.005 (accessed 11 December 2017).
MLA Format
Peters Burton, Erin. "Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers." Teaching Teacher Education 29.1 (2012): 156-166. 11 Dec. 2017 <http://dx.doi.org/10.1016/j.tate.2012.09.005>.
BibTeX Export Format
@article{ Author = "Erin Peters Burton", Title = {Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers}, Journal = {Teaching Teacher Education}, Volume = {29}, Number = {1}, Pages = {156-166}, Month = {September}, Year = {2012} }
Refer Export Format

%A Erin Peters Burton
%T Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers
%J Teaching Teacher Education
%V 29
%N 1
%D September 24, 2012
%P 156-166
%U http://dx.doi.org/10.1016/j.tate.2012.09.005
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Peters Burton, Erin
%D September 24, 2012
%T Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers
%J Teaching Teacher Education
%V 29
%N 1
%P 156-166
%8 September 24, 2012
%U http://dx.doi.org/10.1016/j.tate.2012.09.005


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