Book Chapter
Learning to Teach Science as Inquiry: Developing an Evidence-Based Framework for Effective Teacher Professional Development
Barbara A Crawford, Daniel K Capps, Jan van Driel, Norman Lederman, Judith Lederman, Julie A Luft, Sissy Wong, Aik Ling Tan, Shirley SL Lim, John Loughran, Kathy Smith
Contributions from Science Education Research | Contributions from Science Education Research | Springer Netherlands | Published : 2014
Abstract
In this chapter, we provide promising examples of professional development (PD) programmes for teachers targeted at using inquiry-based approaches. This chapter summarises a symposium at the 2011 ESERA involving researchers from Europe, North America, Australia and Asia. Two main questions guided the discussion: (1) What are your views for supporting teachers in carrying out inquiry in the science classroom? (2) What is the evidence for effective strategies of supporting teachers in learning to teach science as inquiry? Taken together, these studies demonstrate that science teachers’ professional learning is effectively supported by providing opportunities to experiment with new teaching app..
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