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0. Supporting the development of teachers’ knowledge and instructional abilities: Research published in the Journal of Science Teacher Education
Thursday 24th August Symposia Session III, 09:00 - 11:00

The Journal of Science Teacher Education (JSTE) is the flagship journal of the Association of Science Teacher Education. This research journal is the only peer reviewed research journal that focuses solely on science teacher education. Consequently, the research published in the journal is much more targeted than other journals in science education. The science teacher education focus of this journal relates to studies in which an intervention is used as a mechanism for professional development. The studies published are not simply studies that have implications for science teaching.  Rather, an intervention is necessary for the research to be considered for publication. The selection of papers comprising this symposium span the elementary grades and secondary grades. In addition, the various research presented will focus on both teachers’ knowledge and teachers’ instructional abilities. Scientific explanations are heavily emphasized in the U.S. Next Generation Science Standards. The first paper will focus on providing support for secondary science teachers in their attempts to facilitate students’ understandings of scientific explanations. Teaming science teachers with science researchers has long been advocated in science teacher professional development. The second paper focuses on the development of collaborations between scientists and science teachers. Elementary science teachers often struggle with their depth of subject matter knowledge. The third paper focuses on the use of educative curriculum materials in elementary classrooms to facilitate teacher learning. Finally, the fourth paper focuses on the development of science teachers’ perspective taking skills for socioscientific reasoning. 

Chairperson: Norman G. Lederman & Judith Lederman, Illinois Institute of Technology, USA
Discussant: Knut Neumann, IPN, Kiel, Germany

S0.3.2.1 Introducing science stories in Palestinian elementary classrooms: Facilitating teacher learning
Majida “Mohammed Yousef” Dajani
Dar Al-Hikmeh School, Al-Quds Open University, -
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S0.3.2.2 Features of an emerging practice and professional development in a science teacher team collaboration with a researcher team
Anette Olin1, Åke Ingerman*1
1Department of Education and Special Education, University of Gothenburg, Sweden, 2Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden
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S0.3.2.3 Supporting reform-oriented secondary science teaching through the use of a framework to analyze construction of scientific explanations
Gail Richmond*1, Joyce M. Parker2, Leonora Kaldaras1
1Department of Teacher Education, 620 Farm Lane, Room 319, Michigan State University, East Lansing, USA, 2Department of Geological Sciences, Michigan State University, East Lansing, USA
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S0.3.2.4 Using our heads and HARTSS*: Developing perspective-taking skills for socioscientific reasoning (*Humanities, ARTs, and SocialSciences)
Sami Kahn, Dana L. Zeidler*
Department of Teaching and Learning, College of Education, University of South Florida, USA
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