Stories from the Classroom: Using Pupils' Questions to Develop Science Teachers' Learning

Autor/in	James, Jon
Titel	Stories from the Classroom: Using Pupils' Questions to Develop Science Teachers' Learning
Quelle	In: School Science Review, 98 (2016) 362, S.91-96 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Instruction; Questioning Techniques; Scientific Concepts; Concept Formation; Teacher Educators; Mentors; Science Teachers; Secondary School Science; Science Activities; Teaching Methods; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Concept learning; Begriffsbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Pupils' questions can play a powerful role in helping them to develop conceptual understanding, but can also provide a stimulus for teacher learning. This article presents a series of stories that illustrate the challenges of capitalising on pupils' questions, given the complexity of decision-making required in the science classroom and the current accountability pressures that teachers experience. The project highlights the crucial role that teacher educators and mentors can play, as "critical colleagues" for early-career science teachers, in encouraging and opening up opportunities for teacher learning in the classroom. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01