By Jack Rhoton, Patricia Bowers, Patricia Shane
There s acquired to be extra to expert improvement than in-service workshops. This considerate ebook paves how you can swap. It exhibits the situations lower than which expert improvement has the main effect on scholar studying, experiences courses that paintings, and provides functional principles approximately how specialist improvement can maintain technology schooling reform. the subsequent themes are addressed: altering specialist improvement to aid with standards-based reform development a certified improvement application utilizing fulfillment information and overview instruments to change educating practices
Read Online or Download Professional Development: Planning and Design (Issues in Science Education) (PB127X2) (Issues in Science Education) PDF
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Additional info for Professional Development: Planning and Design (Issues in Science Education) (PB127X2) (Issues in Science Education)
Sample text
Research and experience are beginning to show that when teachers learn to use these new programs with their students, the teachers themselves learn important science content (Russell, 1996) and their students show learning gains (Cohen & Hill, 1998). The early professional development is typically in workshop or institute formats, with careful exploration of what content students learn from the materials and how teachers can use them. Subsequent professional development that sustains and deepens teacher learning over time uses the strategies of coaching or mentoring—in which teachers are observed using the materials and suggestions made for improving their practice—and examining student work, in which teachers share student products such as reports of their inquiries and responses to assessments and discuss the student thinking that is indicated by those responses.
For example, “water is cycling between the two cans” and “gaseous pressure from a chemical reaction pushes the water” are inferences. ” We also discuss with 32 If We Want to Talk the Talk, We Must Also Walk the Walk students the extent to which their inferences are consistent with the observations they make. Based on their observations and inferences, we ask students to suggest hypotheses to explain how the “Cans” work. We ask them to judge whether their hypotheses are consistent with the data that they have collected.
One story that is more consistent with a feminist approach is centered about “the female-gatherer” and her central role in the evolution of humans (Hrdy, 1986). It is noteworthy that both story lines are consistent with the available evidence. Sixth, it follows from the previous discussions that scientific knowledge is never absolute or certain. This knowledge, including “facts,” theories, and laws, is tentative and subject to change. Scientific claims change as new evidence, made possible through advances in theory and technology, is brought to bear on existing theories or laws, or as old evidence is reinterpreted in the light of new theoretical advances or shifts in the directions of established research programs.
