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

Autor/inn/en	Morrison, Judith A.; Estes, Jeffrey C.
Titel	Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers
Quelle	In: Journal of Science Teacher Education, 18 (2007) 2, S.165-184 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-006-9034-3
Schlagwörter	Middle School Teachers; Science Teachers; Scientists; Science Instruction; Experiential Learning; Problem Solving; Professional Development; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Scientist; Wissenschaftler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10