Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/838
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dc.contributor.authorFuhrmann, Tamar
dc.contributor.authorFernandez, Cassia
dc.contributor.authorHochgreb-Haegele, Tatiana
dc.contributor.authorBlikstein, Paulo
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:49Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:49Z-
dc.date.issued2018-07
dc.identifier.citationFuhrmann, T., Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2018). Professional Development of Science Teachers in Underserved Communities: an Initial Report from the Field . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1749
dc.identifier.urihttps://repository.isls.org//handle/1/838-
dc.description.abstractThis paper presents a preliminary study regarding the first phase of a large project that aims to develop a constructionist-based teacher training for public school settings in Sobral, Brazil. We illustrate the initial change that four science middle-school teachers went through after participating in training and co-designing lesson-plan’s for their classrooms. The goal of this study was to explore teachers’ initial changes in the form of instructional practice, by the end of the training phase.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleProfessional Development of Science Teachers in Underserved Communities: an Initial Report from the Fielden_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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