Students as ‘catalysts’ in the classroom: the impact of co‐teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.     

The rural gifted on line: Bulletin boards and electronic curriculum

A Quality Circle is a problem solving method with many advantages for gifted students. As advocated by Torrence, Quality Circles differ from Future Problem Groups in focus and structure. With the emphasis on analytic thought, a task structured group process, school and community issues, implementation of an action plan and evaluation of results. Circles develop not only the gifted students’ analytic thinking skills, but also their responsibility and leadership skills.     

A Reply to Davson-Galle

Science &; Education -     

Teaching technical authorship

MA students in professional writing and editing researched technical writing in specific workplace cultures. Their research is interpreted in light of recent theory on authorship as a cultural rather than individual phenomenon. Students’ constructs for understanding their own writerly selves are discussed, as are constructs that emerged for the interpretations of selves and others in workplace cultures. Teaching technical authorship meant addressing such constructs, implicating issues of status, affect and effect, representation, and expertise.