Gerald H. Krockover

TL;DR: In this paper, the authors identify the major tenets of a preservice secondary science education program as expressed by science education faculty, identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and identify the correlatives that exist between the first two objectives.

TL;DR: In this article, the authors identify the concerns that beginning science and mathematics teachers have about being a new teacher, and identify the perceptions that these teachers had about the effectiveness of their preservice program in relation to their concerns.

TL;DR: In this paper, the authors examined third-grade students' ideas about the lunar phases prior to and following an instructional period designed to promote students' conceptual change, and found that students held individual views that were scientifically accurate; however, they also held con- ceptions that were scientific inaccurate.

TL;DR: For example, this paper investigated the benefits of using traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities and found that students successfully acquired science content and increased motivation through science inquiry instruction using both methods.

TL;DR: In this paper, changes in teacher efficacy and attitudes toward teaching were examined throughout a teacher education program as teachers worked to integrate new skills into their science curriculum, and a positive correlation was observed between changes in attitude and self-efficacy.