A Study of the Effects of a LSC Project on Scientists' Teaching Practices and Beliefs
The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists' practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Envir...
Gespeichert in:
| Veröffentlicht in: | Journal of science teacher education 2005-05, Vol.16 (2), p.159-184 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 184 |
|---|---|
| container_issue | 2 |
| container_start_page | 159 |
| container_title | Journal of science teacher education |
| container_volume | 16 |
| creator | Ballone-Duran, Lena Czerniak, Charlene M. Haney, Jodi J. |
| description | The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists' practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Environment Survey (paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA, 1994). Results from this study suggest that collaborative opportunities afforded by this model program have positively influenced scientists' beliefs about teaching elementary science and may be impacting some of the scientists' pedagogical and curricular practices in their general education courses. Many scientists have developed new collaborative projects, all intended to improve science education at the graduate and undergraduate level, and are beginning to understand the complexity of science education reform. |
| doi_str_mv | 10.1007/s10972-005-2650-5 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ735749</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ735749</ericid><jstor_id>43156362</jstor_id><sourcerecordid>43156362</sourcerecordid><originalsourceid>FETCH-LOGICAL-c368t-33f4b118899c2c9287dce4080bc9565a58c0113df5a1fce1b1de026b9087bedf3</originalsourceid><addsrcrecordid>eNp1kEtrGzEUhYfQQNI0P6DQguimq0nvHY1e0E1qnBeGBJxAd0KjkRoZZ5RKMsX_vjJTsuvqPr5z74HTNB8RLhBAfMsISnQtAGs7zqBlR80pMkFblL14V3voecs4_Dxp3ue8AQAlFZ42T5dkXXbjnkRPyrMjS--dLfkwGrJaL8hDipu6IXEiaxvcVEIu-St5dMY-h-lX5caWYF0mZhrJD7cNzucPzbE32-zO_9Wz5ulq-bi4aVf317eLy1VrKZelpdT3A6KUStnOqk6K0boeJAxWMc4MkxYQ6eiZQW8dDjg66PigQIrBjZ6eNV_mv68p_t65XPQm7tJULbVgqLjqqaginEU2xZyT8_o1hReT9hpBH8LTc3i6hqcP4WlWbz7NNy4F-6Zf3gnKRK8q_jzjTS4xvfGeIuOUd5V_n3mYfEwv5k9M21EXs9_G5JOZbMia_t_9Lz-Uhu0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>751969437</pqid></control><display><type>article</type><title>A Study of the Effects of a LSC Project on Scientists' Teaching Practices and Beliefs</title><source>Jstor Complete Legacy</source><source>Education Source (EBSCOhost)</source><source>Springer Nature - Complete Springer Journals</source><creator>Ballone-Duran, Lena ; Czerniak, Charlene M. ; Haney, Jodi J.</creator><creatorcontrib>Ballone-Duran, Lena ; Czerniak, Charlene M. ; Haney, Jodi J.</creatorcontrib><description>The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists' practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Environment Survey (paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA, 1994). Results from this study suggest that collaborative opportunities afforded by this model program have positively influenced scientists' beliefs about teaching elementary science and may be impacting some of the scientists' pedagogical and curricular practices in their general education courses. Many scientists have developed new collaborative projects, all intended to improve science education at the graduate and undergraduate level, and are beginning to understand the complexity of science education reform.</description><identifier>ISSN: 1046-560X</identifier><identifier>EISSN: 1573-1847</identifier><identifier>DOI: 10.1007/s10972-005-2650-5</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Beliefs ; College instruction ; Educational Change ; Educational Improvement ; Educational research ; Elementary School Science ; Mathematics education ; Model Program ; Science Education ; Science Instruction ; Science teachers ; Scientific belief ; Scientists ; Surveys ; Tapestry ; Teacher education ; Teaching Methods ; Universities</subject><ispartof>Journal of science teacher education, 2005-05, Vol.16 (2), p.159-184</ispartof><rights>Copyright © 2005, Springer Science + Business Media, Inc. 2005</rights><rights>Springer Science + Business Media, Inc. 2005</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c368t-33f4b118899c2c9287dce4080bc9565a58c0113df5a1fce1b1de026b9087bedf3</citedby><cites>FETCH-LOGICAL-c368t-33f4b118899c2c9287dce4080bc9565a58c0113df5a1fce1b1de026b9087bedf3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/43156362$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/43156362$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27901,27902,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ735749$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Ballone-Duran, Lena</creatorcontrib><creatorcontrib>Czerniak, Charlene M.</creatorcontrib><creatorcontrib>Haney, Jodi J.</creatorcontrib><title>A Study of the Effects of a LSC Project on Scientists' Teaching Practices and Beliefs</title><title>Journal of science teacher education</title><description>The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists' practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Environment Survey (paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA, 1994). Results from this study suggest that collaborative opportunities afforded by this model program have positively influenced scientists' beliefs about teaching elementary science and may be impacting some of the scientists' pedagogical and curricular practices in their general education courses. Many scientists have developed new collaborative projects, all intended to improve science education at the graduate and undergraduate level, and are beginning to understand the complexity of science education reform.</description><subject>Beliefs</subject><subject>College instruction</subject><subject>Educational Change</subject><subject>Educational Improvement</subject><subject>Educational research</subject><subject>Elementary School Science</subject><subject>Mathematics education</subject><subject>Model Program</subject><subject>Science Education</subject><subject>Science Instruction</subject><subject>Science teachers</subject><subject>Scientific belief</subject><subject>Scientists</subject><subject>Surveys</subject><subject>Tapestry</subject><subject>Teacher education</subject><subject>Teaching Methods</subject><subject>Universities</subject><issn>1046-560X</issn><issn>1573-1847</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNp1kEtrGzEUhYfQQNI0P6DQguimq0nvHY1e0E1qnBeGBJxAd0KjkRoZZ5RKMsX_vjJTsuvqPr5z74HTNB8RLhBAfMsISnQtAGs7zqBlR80pMkFblL14V3voecs4_Dxp3ue8AQAlFZ42T5dkXXbjnkRPyrMjS--dLfkwGrJaL8hDipu6IXEiaxvcVEIu-St5dMY-h-lX5caWYF0mZhrJD7cNzucPzbE32-zO_9Wz5ulq-bi4aVf317eLy1VrKZelpdT3A6KUStnOqk6K0boeJAxWMc4MkxYQ6eiZQW8dDjg66PigQIrBjZ6eNV_mv68p_t65XPQm7tJULbVgqLjqqaginEU2xZyT8_o1hReT9hpBH8LTc3i6hqcP4WlWbz7NNy4F-6Zf3gnKRK8q_jzjTS4xvfGeIuOUd5V_n3mYfEwv5k9M21EXs9_G5JOZbMia_t_9Lz-Uhu0</recordid><startdate>200505</startdate><enddate>200505</enddate><creator>Ballone-Duran, Lena</creator><creator>Czerniak, Charlene M.</creator><creator>Haney, Jodi J.</creator><general>Routledge</general><general>Springer</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>200505</creationdate><title>A Study of the Effects of a LSC Project on Scientists' Teaching Practices and Beliefs</title><author>Ballone-Duran, Lena ; Czerniak, Charlene M. ; Haney, Jodi J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c368t-33f4b118899c2c9287dce4080bc9565a58c0113df5a1fce1b1de026b9087bedf3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Beliefs</topic><topic>College instruction</topic><topic>Educational Change</topic><topic>Educational Improvement</topic><topic>Educational research</topic><topic>Elementary School Science</topic><topic>Mathematics education</topic><topic>Model Program</topic><topic>Science Education</topic><topic>Science Instruction</topic><topic>Science teachers</topic><topic>Scientific belief</topic><topic>Scientists</topic><topic>Surveys</topic><topic>Tapestry</topic><topic>Teacher education</topic><topic>Teaching Methods</topic><topic>Universities</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ballone-Duran, Lena</creatorcontrib><creatorcontrib>Czerniak, Charlene M.</creatorcontrib><creatorcontrib>Haney, Jodi J.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database (ProQuest)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of science teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ballone-Duran, Lena</au><au>Czerniak, Charlene M.</au><au>Haney, Jodi J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ735749</ericid><atitle>A Study of the Effects of a LSC Project on Scientists' Teaching Practices and Beliefs</atitle><jtitle>Journal of science teacher education</jtitle><date>2005-05</date><risdate>2005</risdate><volume>16</volume><issue>2</issue><spage>159</spage><epage>184</epage><pages>159-184</pages><issn>1046-560X</issn><eissn>1573-1847</eissn><abstract>The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists' practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Environment Survey (paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA, 1994). Results from this study suggest that collaborative opportunities afforded by this model program have positively influenced scientists' beliefs about teaching elementary science and may be impacting some of the scientists' pedagogical and curricular practices in their general education courses. Many scientists have developed new collaborative projects, all intended to improve science education at the graduate and undergraduate level, and are beginning to understand the complexity of science education reform.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1007/s10972-005-2650-5</doi><tpages>26</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1046-560X |
| ispartof | Journal of science teacher education, 2005-05, Vol.16 (2), p.159-184 |
| issn | 1046-560X 1573-1847 |
| language | eng |
| recordid | cdi_eric_primary_EJ735749 |
| source | Jstor Complete Legacy; Education Source (EBSCOhost); Springer Nature - Complete Springer Journals |
| subjects | Beliefs College instruction Educational Change Educational Improvement Educational research Elementary School Science Mathematics education Model Program Science Education Science Instruction Science teachers Scientific belief Scientists Surveys Tapestry Teacher education Teaching Methods Universities |
| title | A Study of the Effects of a LSC Project on Scientists' Teaching Practices and Beliefs |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-29T23%3A52%3A31IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Study%20of%20the%20Effects%20of%20a%20LSC%20Project%20on%20Scientists'%20Teaching%20Practices%20and%20Beliefs&rft.jtitle=Journal%20of%20science%20teacher%20education&rft.au=Ballone-Duran,%20Lena&rft.date=2005-05&rft.volume=16&rft.issue=2&rft.spage=159&rft.epage=184&rft.pages=159-184&rft.issn=1046-560X&rft.eissn=1573-1847&rft_id=info:doi/10.1007/s10972-005-2650-5&rft_dat=%3Cjstor_eric_%3E43156362%3C/jstor_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=751969437&rft_id=info:pmid/&rft_ericid=EJ735749&rft_jstor_id=43156362&rfr_iscdi=true |