Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/129
Title: Supporting Teachers in Navigating Change Towards Science Practices Focus in the Classroom: Investigating Current Teacher Support for Science Practices
Authors: Martin, Nicole D.
Puntambekar, Sadhana
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Martin, N. D. & Puntambekar, S. (2016). Supporting Teachers in Navigating Change Towards Science Practices Focus in the Classroom: Investigating Current Teacher Support for Science Practices In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: A growing emphasis on teaching science as practice calls for a significant change from traditional science education. We must provide teachers with the appropriate support to navigate this change. The first step in supporting teachers to help students learn science practices is understanding current approaches for teaching science practices. We investigated the question: How do teachers support science practices in their classrooms? We analyzed how two teachers supported students by engaging and guiding students to participate in science practices; we focused on two key science practices: constructing and defending scientific explanations and analyzing and interpreting data. We found that teachers most frequently engaged students in practices but did not necessarily provide guidance for how to participate, explain why science practices are important, or describe how all the practices are connected. Teachers may need additional guidance to develop concrete teaching strategies to support science practices.
URI: https://repository.isls.org/handle/1/129
https://dx.doi.org/10.22318/icls2016.40
Appears in Collections:ICSL 2016

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