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“Uncentering” Teacher Beliefs: The Expressed Epistemologies of Secondary Science Teachers and How They Relate to Teacher Practice

2015·Glenn R. Dolphin, John W. Tillotson

International Journal of Environmental and Science Education·Cilt 2015/10, Sayı 1

This multi-university, three-year longitudinal study examined the relationship among seven secondary science teachers’ personal, student and scientific epistemologies. Paying close attention to each participant’s use of metaphor when speaking about his/her learning, students’ learning and the products/processes of science, we …

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Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives

2015·Paul J. Preczewski, Alexandra Mittler, John W. Tillotson

International Journal of Environmental and Science Education·Cilt 2009/4, Sayı 3

Scientific literacy is a major educational and political goal worldwide, yet the development and enhancement of scientific literacy is not well understood. In order to better understand scientific literacy at the level of everyday science meaning making and a person’s …

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The IMPPACT Project: A Model for Studying How Preservice Program Experiences Influence Science Teachers’ Beliefs and Practices

2013·John W. Tillotson, Monica J. Young

International Journal of Education in Mathematics, Science and Technology·Cilt 2013/1, Sayı 3

If the true efficacy of preservice programs in the overall development of science teachers is to be accurately assessed, researchers and practitioners must work toward establishing a solid research base that critically examines the linkages between teacher preparation, classroom instruction, …

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