Literaturnachweis - Detailanzeige
Autor/inn/en | Gunshenan, Clare; Inouye, Martha; Houseal, Ana; Jacobs, Tracy |
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Titel | Phenomenon-Based Professional Development: Shifting Perspectives between Teacher and Learner to Build Understanding of Complex Science Instruction |
Quelle | In: Science and Children, 58 (2021) 4, S.74-80 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8148 |
Schlagwörter | Faculty Development; Science Instruction; Workshops; Teaching Methods; Engineering; Program Effectiveness; Teacher Attitudes; Learning; Models; Elementary School Teachers; Relevance (Education); Prior Learning; Experience Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; Lehrerverhalten; Lernen; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Vorkenntnisse; Erfahrung |
Abstract | In this article, the authors share how model lessons spaced throughout the year, connected by a single anchoring phenomenon, provided opportunities for teachers to build schema for complex science learning as they shifted between "learner hats" and "teacher hats." Descriptions of the authors' workshop sessions include instructional intentions, instructional strategies, overviews of what teachers did and learned, and their professional development (PD) workshop design considerations. (ERIC). |
Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |