Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Foreign Countries | 3 |
| Science Teachers | 3 |
| Science Instruction | 2 |
| Teacher Attitudes | 2 |
| Teacher Effectiveness | 2 |
| Teaching Methods | 2 |
| Biology | 1 |
| Botany | 1 |
| Comparative Analysis | 1 |
| Comparative Education | 1 |
| Grounded Theory | 1 |
| More ▼ | |
Author
| Choi, Aeran | 3 |
| Park, Soonhye | 2 |
| Kim, DaEun | 1 |
| Reynolds, Wm. Matthew | 1 |
| Seo, Kyungwoon | 1 |
| Seung, Elsun | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 2 |
Education Level
| Secondary Education | 3 |
| High Schools | 2 |
| Junior High Schools | 2 |
| Middle Schools | 2 |
Audience
Location
| South Korea | 3 |
| United States | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkChoi, Aeran; Seung, Elsun; Kim, DaEun – Research in Science Education, 2021
This study is aimed at examining science teachers' views of argument in scientific inquiry and argument-based science instruction. Questionnaires were collected from 53 middle and high school science teachers in the metropolitan area of the Republic of Korea. More than half of these respondents seemed to have a clear understanding of argument in…
Descriptors: Science Teachers, Teacher Attitudes, Persuasive Discourse, Inquiry
Seo, Kyungwoon; Park, Soonhye; Choi, Aeran – EURASIA Journal of Mathematics, Science & Technology Education, 2017
A critical component of teacher effectiveness is how teachers notice students' misconceptions and adjust the instructional approach accordingly. Taking a stance that the teachers' instructional quality is crucial to students' learning, a qualitative international comparison study was performed to examine science teachers' perceptions of and their…
Descriptors: Foreign Countries, Science Teachers, Teacher Attitudes, Misconceptions
Park, Soonhye; Choi, Aeran; Reynolds, Wm. Matthew – International Journal of Science Education, 2020
Pedagogical content knowledge (PCK) is central to teachers' professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Teacher Effectiveness, Middle School Teachers
