The new standards posit that “scientific argumentation,” in which students use data to argue from evidence, is a key practice for student science learning. However, a mismatch in expectations about the purpose of classroom discussions can inhibit productive forms of argumentation. Berland and Hammer compare forms of class discussions to identify how best to support students’ engagement in argumentation.
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Tammy Cook-Endres
resourceresearchProfessional Development, Conferences, and Networks
Teachers’ beliefs are key in determining the effect of professional development (PD) initiatives. In this study, teachers’ self-efficacy beliefs about their ability to teach science and the amount of PD they received were found to be significant and positive predictors of student achievement.
The findings of this study suggest that pre-service teachers do not adequately understand key concepts in climate science. They see the greenhouse effect as a problem, not as a natural phenomenon. By contrast, they inaccurately see chlorofluorocarbons as key contributors to global warming. The practical implication is that training programmes for teachers—and indeed for other learners—need to explain key terms more effectively. These programmes must also emphasize the links among causes, consequences, and solutions.
This article reports on a case study of two middle school science teachers who took part in professional development designed to help them enact culturally relevant pedagogy in their classrooms. The long-term and community-oriented aspects of the professional development seemed to play a vital role in supporting the teachers’ success.
Rather than enacting imaginative approaches, some teachers tend to engage in safe but unexciting transmission of science knowledge. This study examined a professional development programme wherein primary school teachers learned the skills and approaches of Dramatic Science. The findings indicate that the programme met its aim of helping teachers become more confident and creative in supporting children’s science learning.