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Walan, Susanne; Mc Ewen, Birgitta – Research in Science Education, 2017
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also…
Descriptors: Primary Education, Elementary School Teachers, Science Teachers, Teacher Attitudes
Kwofie, Samuel; Ogunniyi, Meshach – Online Submission, 2011
This article presents a case for equipping science teachers with the necessary skills needed to enact dialogical argumentation-based classroom discourses. Even though teachers are required to scaffold knowledge construction in the classroom, it appears that not much prominence has been dedicated to exploring alternative or novel approaches to…
Descriptors: Persuasive Discourse, Teaching Models, Elementary School Teachers, Secondary School Teachers
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Cozza, Barbara – Educational Forum, 2010
A Professional Development School (PDS) serves as a quality-teaching model. It is a vehicle that generates professional understanding through conversations among university professors, teachers, and teacher candidates. The author illustrates a pilot PDS program that exemplifies the many benefits of transforming the teaching model into a successful…
Descriptors: Professional Development Schools, Teaching Models, Grade 5, Professional Development