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Development of Pedagogical Knowledge for Pre-Service Science Teachers. Instruction into Cooperative Learning as an Example
Social constructivism;Science teacher education;Professional development
|Issue Date: ||2014-02-18T02:35:03Z
This study investigated a situation for instruction that might improve the development of pre-service science teachers. Based on the perspectives of social constructivism (Fensham, Gunstone, & White, 1994), the authors designed a teaching project of five weeks duration, that would support pre-service science teachers to develop their knowledge and confidence in co-operative learning.
During all of the teaching periods, we defined ourselves as facilitators rather than answer providers. We helped pre-service teachers with coordinating all their curriculum materials, modeling the teaching strategies and classroom management on co-operative learning. We wanted to create an instructional environment in which pre-service science teachers had enough time, space, and resources to discuss any issues of cooperative learning, when working in-group and out-of-school settings. Based on the data presented, we used the model developed by B. Bell and J. Gilbert(1996), to describe the achievements of pre-service science teachers' development of cooperative learning. On a personal, social and professional level.
|Relation: ||教育研究資訊雙月刊, 9(6): 43-62|
|Appears in Collections:||[物理學系] 期刊論文|
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