Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1169
Title: Supporting Pre-Service Science Teachers’ Planning of Task-Based Classroom Discussions
Authors: Ross, Danielle
Kessler, Aaron M.
Cartier, Jennifer
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Ross, D., Kessler, A. M., & Cartier, J. (2014). Supporting Pre-Service Science Teachers’ Planning of Task-Based Classroom Discussions. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 599-606.
Abstract: This study focuses on a set of core, or high-leverage, practices in teacher education in order to allow pre-service teachers to begin to develop a set of necessary skills to successfully support student learning through inquiry (Grossman et al., 2009b). Specifically, in the secondary science teacher preparation program teacher educators adopted a practice- based focus in which secondary pre-service science teachers participated in the high-leverage practice of engaging students in task-based science discussions and the planning of those discussions. The results suggest that pre-service teachers are able to incorporate aspects of these instructional models in their discussion planning practices. The results also suggest a shift in focus on different aspects of planning over time and across science disciplines that open the possibilities for future work.
URI: https://doi.dx.org/10.22318/icls2014.599
https://repository.isls.org//handle/1/1169
Appears in Collections:ICLS2014

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