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Teacher Research Experiences: A Review of the Literature from 2018 to 2024. 教师研究经验：2018 - 2024年文献回顾
IF 1.7
Journal of Science Teacher Education Pub Date : 2026-01-15 DOI: 10.1080/1046560x.2025.2604449
Eric Lindley, Elizabeth Edmondson, Arzu Tanis Ozcelik
{"title":"Teacher Research Experiences: A Review of the Literature from 2018 to 2024.","authors":"Eric Lindley, Elizabeth Edmondson, Arzu Tanis Ozcelik","doi":"10.1080/1046560x.2025.2604449","DOIUrl":"10.1080/1046560x.2025.2604449","url":null,"abstract":"<p><p>Engaging K-12 science teachers in authentic research experiences has been a promising approach to enhance science teaching and learning. Teacher research experiences aim to bridge the gap between science practices and classroom instruction through immersing teachers in research labs. Building on the previous literature reviews of teacher research experiences, we seek to assess what has changed since previous calls to action in this research area. We report on 39 empirical studies published between 2018 and 2024 that include these types of programs. We have found that while there have been improvements since previous publications, there have also been areas of continued stagnation. We have seen a shift in content areas from natural science to engineering and other STEM fields. The focus areas of many programs include the translation of skills and content gained from these programs into curriculum design, pedagogical knowledge, and classroom instruction. Given the timeframe of the research studies we reviewed, we noted studies where Coronavirus Disease 2019 (COVID-19) impacted the TRE program structure causing the research components to take place online rather than in-person. One major growth area has been the focus of research on underrepresented minority and rural populations. However, despite previous calls to action, there remains a substantial lack of data-driven research about the impacts of these programs on student outcomes. These findings reveal both promising developments and persistent gaps that require further research.</p>","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13244394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148212974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Epistemological Reflections Arising from Using a Scientific Method Heuristic in a Preservice Teacher Module 在职前教师模块中运用科学方法启发式的认识论思考
Journal of Science Teacher Education Pub Date : 2025-04-21 DOI: 10.1080/1046560x.2025.2489178
Angela Stott, Annemarie Hattingh
{"title":"Epistemological Reflections Arising from Using a Scientific Method Heuristic in a Preservice Teacher Module","authors":"Angela Stott, Annemarie Hattingh","doi":"10.1080/1046560x.2025.2489178","DOIUrl":"https://doi.org/10.1080/1046560x.2025.2489178","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"36 8","pages":"1092-1112"},"PeriodicalIF":0.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147917448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Where’s the Peanut Butter? Journaling about Science Practices in Everyday Life 花生酱在哪里？日常生活中的科学实践日记
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-08-28 DOI: 10.1080/1046560x.2024.2391639
Christine G. Schnittka, Mark A. Brenneman
{"title":"Where’s the Peanut Butter? Journaling about Science Practices in Everyday Life","authors":"Christine G. Schnittka, Mark A. Brenneman","doi":"10.1080/1046560x.2024.2391639","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2391639","url":null,"abstract":"Teacher candidates kept journals for one semester, documenting the science content and practices they encountered in their daily lives, while their professor provided detailed written feedback. The...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"4 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What Makes this Lesson Engineering? What Makes it Science? Examining the Thought Processes of Pre-Service Elementary Teachers 是什么让这节课成为工程学？怎样才算科学？考察职前小学教师的思维过程
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-08-07 DOI: 10.1080/1046560x.2024.2380188
Jacob Pleasants, Jennifer Parrish
{"title":"What Makes this Lesson Engineering? What Makes it Science? Examining the Thought Processes of Pre-Service Elementary Teachers","authors":"Jacob Pleasants, Jennifer Parrish","doi":"10.1080/1046560x.2024.2380188","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2380188","url":null,"abstract":"Elementary teachers are navigating a curriculum landscape in which engineering activities now exist alongside science. Teacher education should prepare future elementary teachers to be critical cur...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"74 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating Text Structure Instruction in Science Education: A Design-Based Study 在科学教育中整合文本结构教学：基于设计的研究
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-08-07 DOI: 10.1080/1046560x.2024.2373548
Hilde S. Kooiker-den Boer, Ted J. M. Sanders, Jacqueline Evers-Vermeul
{"title":"Integrating Text Structure Instruction in Science Education: A Design-Based Study","authors":"Hilde S. Kooiker-den Boer, Ted J. M. Sanders, Jacqueline Evers-Vermeul","doi":"10.1080/1046560x.2024.2373548","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2373548","url":null,"abstract":"Integrated science-and-literacy programs have proven to positively affect both language proficiency and science knowledge. Because making connections is important in both text comprehension and und...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"130 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141933451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Science Teacher Action Research in Top Tier Science Education Journals: A Review of the Literature 顶级科学教育期刊中的科学教师行动研究：文献综述
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-07-11 DOI: 10.1080/1046560x.2024.2366713
Allan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Franz Rauch, Rachel Mamlok-Naaman, Mehmet Fatih Taşar
{"title":"Science Teacher Action Research in Top Tier Science Education Journals: A Review of the Literature","authors":"Allan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Franz Rauch, Rachel Mamlok-Naaman, Mehmet Fatih Taşar","doi":"10.1080/1046560x.2024.2366713","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2366713","url":null,"abstract":"Action research (AR) has long been promoted as a way teachers can improve their practice and increase their understanding of their educational situations. In this article we examine the impact of A...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"82 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141613677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrated Language and Science & Technology Instruction: A Cognitive Task Analysis of the Required Teacher Expertise 综合语言与科技教学：对所需教师专业知识的认知任务分析
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-05-30 DOI: 10.1080/1046560x.2024.2361980
Miriam J. Knoef, Adrie J. Visscher, Hanno van Keulen, Martine A. R. Gijsel
{"title":"Integrated Language and Science & Technology Instruction: A Cognitive Task Analysis of the Required Teacher Expertise","authors":"Miriam J. Knoef, Adrie J. Visscher, Hanno van Keulen, Martine A. R. Gijsel","doi":"10.1080/1046560x.2024.2361980","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2361980","url":null,"abstract":"Integrated language arts and science & technology (ILS&T) instruction can make learning more meaningful and improve student learning outcomes for both subjects. Although the literature has stressed...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"40 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations 研究中学科学职前教师从一套在线模拟中学习什么以及如何学习
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-05-29 DOI: 10.1080/1046560x.2024.2350148
Calli Shekell, Jamie N. Mikeska, Pavneet Kaur Bharaj
{"title":"Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations","authors":"Calli Shekell, Jamie N. Mikeska, Pavneet Kaur Bharaj","doi":"10.1080/1046560x.2024.2350148","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2350148","url":null,"abstract":"Preservice teachers (PSTs) need to be able to use ambitious teaching practices to help support their students’ productive engagement in scientific practices such as analyzing and interpreting data ...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"165 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Planning for Equitable Student Sensemaking: An Examination of Preservice Teachers Noticing of Elementary Science Lesson Plans 规划公平的学生感性认识：考察职前教师对小学科学教案的注意程度
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-05-23 DOI: 10.1080/1046560x.2024.2356944
Amanda Benedict-Chambers, Carrie-Anne Sherwood
{"title":"Planning for Equitable Student Sensemaking: An Examination of Preservice Teachers Noticing of Elementary Science Lesson Plans","authors":"Amanda Benedict-Chambers, Carrie-Anne Sherwood","doi":"10.1080/1046560x.2024.2356944","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2356944","url":null,"abstract":"Designing and analyzing lesson plans is a ubiquitous practice in teacher education, and yet we know little about how preservice teachers (PSTs) notice elements of their lesson plans that afford opp...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"130 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers 本科生通过课外实践探究获得研究经验：探索小学教师职前培训的经验
IF 1.9
Journal of Science Teacher Education Pub Date : 2024-05-03 DOI: 10.1080/1046560x.2024.2336769
Jesse Wilcox, Sarah Voss, Jerrid Kruse, Shelby Miller, Lily Fettkether
{"title":"Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers","authors":"Jesse Wilcox, Sarah Voss, Jerrid Kruse, Shelby Miller, Lily Fettkether","doi":"10.1080/1046560x.2024.2336769","DOIUrl":"https://doi.org/10.1080/1046560x.2024.2336769","url":null,"abstract":"Bridging the theory-practice gap remains a challenge in preparing preservice elementary teachers for science teaching. Research experiences for undergraduates (REU) offer a potential way to help pr...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"12 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140928620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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