High school science teachers

KRISTI LEW is a former high school science teacher with degrees in biochemistry and genetics. After years in the classroom and cytogenetics laboratories, she decided that she wanted to write full-time. She is the author of more than 20 nonfiction science books for students and teachers. 

EiCCel Plasterer, a high school science teacher who experirriented with bubbles, blew a bubble that lasted for 3Z i days ... 

I had a very interesting junior high school science teacher. I was the best student in my science class. I was his prize student. Once I came in contact with chemistry — symbols, formulas, equations, and all the different things you could do — I just fell in love with chemistry ... 

First, a science fair project that involved the distillation of gasoline to separate the hydrocarbons into their component parts. Second, my high school science teacher had me making stock solutions and things like that. At that point, I knew that I had some talent toward science, and specifically in chemistry. 

Through multiple public outreach events, familiarize 250,000 people with fuel cell technology. Distribute 1,000 Teacher Learning Kits to middle and high school science teachers. 

Harrison (2000) interviewed ten experienced high school science teachers (two of them were chemistry teachers) about their understanding of both the nature of models and some of the teaching models they use in providing explanations for their classes. As part of the interview, the teachers were asked to comment on Gilbert s assertion that... 

The Du Pont Honors Workshop for high school science teachers is one component of Du Pont s corporate support for education, a program which dates back more than 70 years. 

In 1989, a new initiative was tried. The Northeastern Ohio Educators Association (NEOEA) always holds an in-service day in October. BP Research decided to sponsor a symposium for junior and senior high school science teachers called "Science and Technology At Work In Industry." One of the main purposes was to illustrate to the teachers how the scientific principles they taught in the schools were put to use in industry. Topics included energy, analytical problem solving, environmental concerns, and artificial intelligence. The symposium was very well-received and it was repeated in 1990. 

Since early 2000, the institute has been convening a series of training workshops and seminars in Moscow and other regions this is an ongoing process. The courses are designed primarily for secondary and high school science teachers and are built around the new educational curricula developed at the... 

Facility availability for radiation protection training and education should be communicated to industrial organizations and academic and research institutions that may require personnel trained in radiation protection. Such training may also be offered to students in related academic disciplines such as environmental science and chemistry. Training of high school science teachers should be a priority. 

Hewson, P., Kerby, H. Cook, P. (1995). Determining the conceptions of teaching science held by experienced high school science teachers. Journal of Research in Science Teaching, 32(5), 503-520. 

Other recent NEA investigations of the population of high school teachers demonstrate that since 1960 less than 40% have held masters or doctorate degrees (IB, NEA, 1970, Table 24, 53). One study in the mid-1960s found that only one-eighth of all high school science teachers had received masters or doctorate degrees (IB, NEA, 1967, Table 13,19). 

Hutson, 1923. P. W. Hutson. High-School Science Teachers A Study of Their Training in Relation to the Subjects They Are Teaching . Educational Administration and Supervision 9 423 438. 

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