By Jack Rhoton, Patricia Bowers, Patricia Shane
There s obtained to be extra to expert improvement than in-service workshops. This considerate booklet paves how to switch. It exhibits the situations lower than which specialist improvement has the main effect on pupil studying, reports courses that paintings, and gives useful rules approximately how specialist improvement can maintain technological know-how schooling reform. the next subject matters are addressed: altering specialist improvement to aid with standards-based reform development a qualified improvement software utilizing success information and evaluation instruments to change educating practices
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Extra resources for Professional Development: Planning and Design (Issues in Science Education) (PB127X2) (Issues in Science Education)
Sample text
It is this individuality or (sometimes collective) mind-set that accounts for the role of subjectivity in the production of scientific knowledge. We place Figure 4 on the overhead and ask students what they see. Students usually first recognize the face of an old lady. A few usually see the profile of an attractive young woman. If students cannot see the young lady, we insist that it shows in the drawing and that they can see it if they look hard enough. We do not at this stage point at the drawing to help students “see” one image or the other.
8. Examining Student Work and Student Thinking and Scoring Assessments: Carefully examining students’ work and products to understand their thinking and learning strategies and identify their learning needs and appropriate teaching strategies and materials. Collaborative Work 9. Study Groups: Engaging in regular, structured, and collaborative interactions regarding topics identified by the group, with opportunities to examine new information, reflect on their practice, or assess and analyze outcome data.
Students finally construct models to explain the “phenomena” investigated and test whether their models “work” in mimicking the “behavior” of the original phenomena. Such activities are followed by discussions that explicitly focus on the distinction between observations and inferences, the role of models and theoretical constructs in science, the tentative nature of scientific knowledge, and the role of creativity in devising scientific explanations. The “Cans” is an example of a black box activity (see Figure 1).
