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Journal of Science Teacher Education

Erschienen in:

01.10.2011

What’s Missing in Model-Based Teaching

verfasst von: Samia Khan

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2011

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Abstract

In this study, the author investigated how four science teachers employed model-based teaching (MBT) over a 1-year period. The purpose of the research was to develop a baseline of the fundamental and specific dimensions of MBT that are present and absent in science teaching. Teacher interviews, classroom observations, and pre and post-student assessments were gathered. Using a Generate-Evaluate-Modify framework as a theoretical guide, the author identified three fundamental aspects of MBT that were not apparent in an analysis of the teaching methods. Drawing on these findings, the author hypothesizes the consequent impact of the absence of these aspects on MBT on students’ experiences and performance in science. Implications for core science teacher professional development activities on MBT are discussed.

Vorheriger Artikel Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

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Titel: What’s Missing in Model-Based Teaching
verfasst von: Samia Khan
Publikationsdatum: 01.10.2011
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2011
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9248-x

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