Search results for: Peters Erin E.

In this case study, an exemplary seventh grade science teacher’s beliefs, planning decisions, implementation, and student reactions to her student-centered methods were examined over a 4-week unit on genetics. This situation was unique because the teacher was new to the profession and her students had no prior experience with student-centered methods. Her students initially felt unsure about the tasks they were assigned and sought out more structure. However when the teacher began to scaffold the material, a balance was achieved that resulted in student engagement during the unit.