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| Content Provider | Springer Nature Link |
|---|---|
| Author | Schneider, Rebecca M. |
| Copyright Year | 2012 |
| Abstract | The development of curriculum materials that are also educative for teachers has been proposed as a strategy to support teachers learning to teach inquiry science. In this study, one seventh-grade teacher used five inquiry science units with varying support for teachers over a two-year period. Teacher journals, interviews, and classroom videotape were collected. Analysis focused on engagement in planning and teaching, pedagogical content knowledge, and the match to teacher learning needs. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task- and idea-specific support, and model teacher language was most helpful. Supports for understanding goals, assessment, and the teacher’s role, particularly during discussions and group work, were most needed. |
| Starting Page | 323 |
| Ending Page | 346 |
| Page Count | 24 |
| File Format | |
| ISSN | 1046560X |
| Journal | Journal of Science Teacher Education |
| Volume Number | 24 |
| Issue Number | 2 |
| e-ISSN | 15731847 |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2012-07-21 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | In-service science teachers Teacher thinking Instructional design Inquiry science teaching Pedagogical content knowledge Curriculum materials Science Education Teaching and Teacher Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
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