Putting the science back into science education through the science education program and leadership (SEPAL) model |
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Authors: | Dr Anita Greenwood David Haury |
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Institution: | (1) College of Education, University of Massachusetts, 01854 Lowell, Massachusetts;(2) Ohio State University, USA |
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Abstract: | Summary None of the SEPAL teachers had undergraduate degrees in science, and most were afraid of science before they became involved
with the project. Although gains in content knowledge were modest, progress toward other instructional goals were made, indicating
that improved pedagogical content knowledge is not entirely dependent on content knowledge.
Currently, funding is being sought for future programs which incorporate the belief in the role of peer interaction, nonthreatening
environments for learning, and the importance of ascertaining teachers’ pedagogical beliefs if inservice work is to be transferred
to the classroom. Additionally, we will continue to model the Circle of Inquiry which encourages conceptual change and provides
teachers with an approach for use in their own classrooms.
This material is based upon work supported in part by a grant from the Dwight D. Eisenhower Mathematics and Science Education
funds (Grant No. AC-RGT-UMS-93460). Any opinions, findings, conclusions, and/or recommendations expressed in this article
are those of the authors and do not necessarily reflect those of the granting organization. |
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Keywords: | |
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