Learning How to Make Inquiry into Electricity and Magnetism Discernible to Middle Level Teachers

Autor/inn/en	Buck, Gayle A.; Latta, Margaret A. Macintyre; Leslie-Pelecky, Diandra L.
Titel	Learning How to Make Inquiry into Electricity and Magnetism Discernible to Middle Level Teachers
Quelle	In: Journal of Science Teacher Education, 18 (2007) 3, S.377-397 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9053-8
Schlagwörter	Teaching Methods; Middle School Teachers; Teacher Education; Science Instruction; Scientific Concepts; Science Teachers; Research Projects; Action Research; College Faculty; Science Education; Professional Development; Inquiry + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Forschungsvorhaben; Projektforschung; Fakultät; Naturwissenschaftliche Bildung
Abstract	As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10