By implementing modern standards for scientific research in education, this study sought to examine the effectiveness of an inquiry-based instructional unit organized around the BSCS 5E Instructional Model, as compared to the same unit...
Teacher Learning and Practice
What does it mean to study teacher learning and practice?
This line of research emphasizes studies about how teachers grow professionally from before they are in the classroom until late in their careers in these important areas: content knowledge, pedagogical knowledge, and classroom practice. Studies in this line examine how and to what extent teacher knowledge and practice influence student learning as well as how such teacher variables may interact with one another.
Three important theoretical frameworks guiding our work in this line of research are Pedagogical Content Knowledge (PCK), Educative Curriculum Materials, and the Lesson Analysis and Content Storyline Lenses of STeLLA.
Browse the list below for a selection of Teacher Learning and Practice research reports.
In this article, the authors describe results from two field-test studies conducted by BSCS, both of which indicate a strong relationship between fidelity of curriculum implementation and student learning gains.
To read the full report...
The BSCS Keys to Science Institute offered two programs in Colorado Springs during the summer of 2007, both of which were advertised as “content-deepening experiences,” and “high-quality professional development programs that go beyond...
The reports listed on this page describe studies conducted on the BSCS high school comprehensive program, BSCS Biology: A Human Approach. All three studies include findings on the relationship between teachers' fidelity of implementation...
This report is based on the work of Project PRIME (Promoting Reform through Instructional Materials that Educate). The goal of this project was to study PCK growth in teachers who implement highly educative curriculum materials with and without...
This article, written by BSCS science educators Joseph A. Taylor and Molly A.M. Stuhlsatz, and former BSCS Executive Director Rodger W. Bybee, explores the frequency of learning experiences reported by students in the 30 Organisation for...
For a scientific society to be democratic, the people themselves must understand the nature of the scientific forces and problems that dominate their lives.
Join the BSCS eCommunity! 
Do you use Facebook?