Science Education Research and Teacher Professional Development

Autor/inn/en	Oversby, John; McGregor, Deb; Woodhouse, Fiona
Titel	Science Education Research and Teacher Professional Development
Quelle	In: Education in Science, (2013) 251, S.26-27 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1377
Schlagwörter	Educational Research; Classrooms; Educational Change; Professional Development; Scientific Methodology; Theory Practice Relationship; Learning Experience; Teacher Researchers; Teacher Improvement; Change Strategies + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Classroom; Klassenraum; Bildungsreform; Theorie-Praxis-Beziehung; Lernerfahrung; Lehrerforschung; Lösungsstrategie
Abstract	Well-designed and thoughtful approaches to practitioner research can bring about very positive impacts to improve teaching and learning in science classrooms. Readers of highly-rated research also need to appreciate and understand research design, literature critique, appropriate data collection, methods of analysis, theoretical frameworks, statistical tests of significance, and be able to apply critical skills to interpret the validity and applicability of conclusions. For teachers, this kind of research can provide indicators and illustrations about developments or focused studies that can inform or impact on practice. Teachers engaging with research processes to purposely improve or develop their professional practice will not only enhance and develop their practice, but will also engage with thinking critically about research processes and outcomes and thus become more research-knowledgeable. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10