Effective science communication practices and simple hands-on activities: two important elements of teacher professional development
Inquiry-based pedagogy remains a key reform recommendation for school science internationally. Many science teachers are, however, challenged by inquiry. Mounting evidence suggests two main reasons for teachers' reluctance towards this student-centred approach of instruction: a lack of a well grounded science knowledge base; and inadequate exposure to inquiry in practice. This paper presents qualitative evidence from Australian, Indonesian and Sri Lankan science teachers who participated in...[Show more]
|Collections||ANU Research Publications|
|Source:||Proceedings of the 6th International Conference on Hands-on Science: Science for All: Quest for Excellence (HSC12009)|
|Perera_Effective2009.pdf||4.18 MB||Adobe PDF|
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