Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers

被引：37

作者：

Jones, Mark T.

Eick, Charles J. ^{[1
]}

机构：

[1] Auburn Univ, Dept Sci, Drake Middle Sch, Auburn, AL 36849 USA

[2] Auburn Univ, Dept Curriculum & Teaching, Auburn, AL 36849 USA

来源：

SCIENCE EDUCATION | 2007年 / 91卷 / 03期

关键词：

D O I：

10.1002/sce.20197

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what adaptations they make in their use of Science and Technology for Children (TM) and Science and Technology Concepts for Middle School (TM) curriculum. Case study results support the notion that reform is complex and personal, and teachers as professionals need collective and individual support in the classroom as they make incremental changes in practice toward becoming inquiry-oriented teachers. (c) 2007 Wiley Periodicals, Inc. Sci Ed 91:492-513, 2007.

引用

页码：492 / 513

页数：22

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