Investigating Pre-service Science Teachers' Developing Professional Knowledge Through the Lens of Differentiated Instruction

被引:41
作者
Goodnough, Karen [1 ]
机构
[1] Mem Univ Newfoundland, St John, NF A1B 3X8, Canada
关键词
Differentiated instruction; Knowledge base for teaching; Problem-based learning; Pre-service teacher education; PREPARING TEACHERS; DETRACKING; SCHOOLS;
D O I
10.1007/s11165-009-9120-6
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers' developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students' perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students' perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.
引用
收藏
页码:239 / 265
页数:27
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