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The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching

Blake, Allan and Mcnally, James and Smith, Colin (2010) The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching. [Report]

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Abstract

In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science that can provide a warrant for theory and practice that will assist new science teachers in recognising and developing opportunities for investigative activity. Remaining aware, however, of the recurring theme in contemporary educational research which suggests that learning to teach has an important affective dimension associated with developing relationships and the formation of a teaching identity – a model of development which thus transcends atheoretical checklists of professional standards or pedagogical steps – the nature of that evidence will necessarily be in the area of the formative development of new teachers’ professional knowledge and understanding.

Item type: Report
ID code: 31910
Keywords: inquiry-based science teaching, pupil opinion, formative development, professional learning, Curriculum
Subjects: Education > Theory and practice of education > Curriculum
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date Deposited: 13 Jul 2011 09:39
Last modified: 21 May 2015 20:47
URI: http://strathprints.strath.ac.uk/id/eprint/31910

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