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Journal of Science Teacher Education

Erschienen in:

01.02.2008

Moving Science Off the “Back Burner”: Meaning Making Within an Action Research Community of Practice

verfasst von: Karen Goodnough

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2008

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Abstract

In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435–454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.

Vorheriger Artikel Demythologizing or Dehumanizing? A Response to Settlage and the Ideals of Open Inquiry

Nächster Artikel Teachers’ Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners

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Titel: Moving Science Off the “Back Burner”: Meaning Making Within an Action Research Community of Practice
verfasst von: Karen Goodnough
Publikationsdatum: 01.02.2008
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2008
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-007-9077-0

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