Evidence‐Based Professional Development of Science Teachers in Two Countries

Harrison, Christine; Hofstein, Avi; Eylon, Bat‐Sheva; Simon, Shirley

doi:10.1080/09500690701854832

Cited by 44 publications

(21 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…3. We are in agreement with Harrison et al (2008) that the support environment for continuing teacher professional development can promote teachers' learning and their professional growth. Some of the teachers focused on teaching the chemistry content in the module and much less on teaching thinking skills and food chemistry.…”

Section: Teachers' Assessment Knowledge: the Highest Stage Of Professsupporting

confidence: 91%

Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge

2011

View full text Add to dashboard Cite

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on contextbased chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels.

show abstract

Section: Teachers' Assessment Knowledge: the Highest Stage Of Professsupporting

confidence: 91%

Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge

2011

View full text Add to dashboard Cite

show abstract

“…Marks et al (2008;Marks & Eilks, 2009 described similar experiences while using Participatory Action Research (Eilks & Ralle, 2002) to jointly develop and implement lesson plans for a socioscientific issue-driven approach. From both experiences, it is suggested that for effective implementation of socioscientific issues, teachers need to be provided with support that can be attained, for example, through continuous professional development procedures (Harrison, Hofstein, Eylon & Simon, 2008), involvement in curricular development (Hofstein, Mamlok & Carmeli, 1997), or through action research (Marks & Eilks, 2010).…”

Section: Barriers For Effective Implementation Of Societal Issues In mentioning

confidence: 99%

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Hofstein

Eilks

Bybee

2011

Int J of Sci and Math Educ

Self Cite

273

215

View full text Add to dashboard Cite

One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students' life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.

show abstract

“…To our knowledge, reflections from primary school teachers on the PROFILES three-step teaching model have not previously been investigated. However, the importance of TPD programmes supporting teachers with time to reflect and to collaborate with other teachers has been emphasised by Harrison et al (2008), Villegas-Reimers (2003) and others. Furthermore, Harrison et al (2008) pointed out that when teachers become aware of their practice, they have the opportunity to change.…”

Section: The Context Of This Studymentioning

confidence: 97%

Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education

Walan

Ewen

2016

Res Sci Educ

View full text Add to dashboard Cite

Inquiry-and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry-and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

show abstract

Evidence‐Based Professional Development of Science Teachers in Two Countries

Cited by 44 publications

References 20 publications

Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge

Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Primary Teachers’ Reflections on Inquiry- and Context-Based Science Education

Contact Info

Product

Resources

About