Literaturnachweis - Detailanzeige
| Autor/inn/en | Vogel, Amber; Muth, Christine |
|---|---|
| Titel | Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development |
| Quelle | In: Science Teacher, 72 (2005) 8, S.35 (5 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Professional Development; Interdisciplinary Approach; Science Education; Science Teachers; Teacher Collaboration; Teacher Workshops; Classroom Techniques; Program Descriptions |
| Abstract | This article features the workshop titled Exploring New Environments, developed by the University of North Carolina at Chapel Hill's DESTINY Traveling Science Learning Program. Exploring New Environments is a teacher professional development model based on the idea that teachers are also learners who thrive when given the means and encouragement to explore fresh intellectual worlds. Teachers can creatively use what they learn to increase their students' interest in and understanding of science. The author also features DESTINY, a pre-college program that promotes equity of access to high-quality science education for all students. Science teachers are DESTINY's primary focus. The program sought to involve teachers of other disciplines in the process of science education. It initiated its interdisciplinary approach with Frankenstein's Fingerprints, a module that deals with genetics, scientific discovery and ethics, and students' critical-thinking skills. Workshops such as Exploring New Environments have the potential to garner nonscience collaborators for science teachers and also can encourage and prepare nonscience teachers to independently reinforce scientific content in their classrooms. (ERIC). |
| Anmerkungen | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782 (Toll Free); Web site: http://www.nsta.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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