Search results for: Science instruction

Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching for understanding. The authors explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing lessons according to teaching for understanding. In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according to the criteria.

The authors examined the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? The authors suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.

In this paper, the authors explore the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. The authors draw on the personal narratives of preservice science teachers enrolled in science instruction courses.