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Is the Classroom Flat? A Narrative Inquiry into a Primary School Science Teacher
Narrative;Teacher Beliefs;Practical Knowledge of Teaching
|Issue Date: ||2014-02-18T02:37:17Z
This study aims to identify a senior primary school science teacher’s distinctive practical teaching knowledge including their teaching beliefs, pedagogical content knowledge, and knowledge of learning environment management. As a participatory observer, the researchers collected multiple data within the science teacher's classrooms such as interviews with the teacher and his students, a teaching blog, and classroom observations over two years. Results illustrated the exemplary practical science teaching knowledge manifested by this science teacher: creating a productive and enjoyable learning environment in which the teacher is apt at covering the curriculum and promoting students' conceptual development despite their frustrations toward science learning. Finally, implications and suggestions for K-12 science teaching are discussed.
|Relation: ||科學教育學刊, 20(2): 97-118|
|Appears in Collections:||[物理學系] 期刊論文|
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