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Journal of Science Teacher Education

Erschienen in:

01.04.2007

Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers

verfasst von: Judith A. Morrison, Jeffrey C. Estes

Erschienen in: Journal of Science Teacher Education | Ausgabe 2/2007

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Abstract

Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists. Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices were collected through interviews, surveys, and classroom observations. The findings show that the professional development experience was positive, although one concern expressed by teachers was their lack of understanding of the scientists’ vocabulary. Using scientists and real-world scenarios was shown to be an effective strategy for encouraging middle school teachers to teach science as a process and help them strengthen their science content understanding.

Vorheriger Artikel Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course

Nächster Artikel Mitigating Resistance to Teaching Science Through Inquiry: Studying Self

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Titel: Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers
verfasst von: Judith A. Morrison
Jeffrey C. Estes
Publikationsdatum: 01.04.2007
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 2/2007
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-006-9034-3

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