The Articulation of the Development of Teacher Knowledge during the Implementation of New Teaching Procedures to Enhance Student Understanding of Molecular Biological Concepts

Autor/inn/en	Evergreen, Merrin; Cooper, Rebecca; Loughran, John
Titel	The Articulation of the Development of Teacher Knowledge during the Implementation of New Teaching Procedures to Enhance Student Understanding of Molecular Biological Concepts
Quelle	In: Teacher Development, 22 (2018) 3, S.355-374 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2018.1442875
Schlagwörter	Foreign Countries; High School Students; Secondary School Teachers; Secondary School Science; Science Instruction; Vocabulary; Scientific Concepts; Teaching Methods; Student Characteristics; Journal Writing; Models; Educational Change; Molecular Biology; Concept Formation; Recall (Psychology); Word Recognition; Teacher Researchers; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Analogiemodell; Bildungsreform; Molekularbiologie; Concept learning; Begriffsbildung; Abberufung; Worterkennung; Lehrerforschung; Australien
Abstract	This paper is based on the first author's extensive examination of her teaching and her students' learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen's ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students' learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01