Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Mark T.; Eick, Charles J. |
|---|---|
| Titel | Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers. |
| Quelle | In: Science education, 91 (2007) 3, S. 492-513Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Forschung; Lehrer; Praxisnahes Lernen; Naturwissenschaften; Physikunterricht; Professionalisierung; Entwicklung; Konzept; Konzeptentwicklung; Profession; Reform; Studie; Individuum |
| Abstract | Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what adaptations they make in their use of Science and Technology for ChildrenTM and Science and Technology Concepts for Middle SchoolTM curriculum. Case study results support the notion that reform is complex and personal, and teachers as professionals need collective and individual support in the classroom as they make incremental changes in practice toward becoming inquiry-oriented teachers. © 2007 Wiley Periodicals, Inc. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2009/1 |
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