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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ580520
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Science Teachers' Conceptual Growth within Vygotsky's Zone of Proximal Development.
Jones, M. Gail; Rua, Melissa J.; Carter, Glenda
Journal of Research in Science Teaching, v35 n9 p967-85 Nov 1998
Examines how science teachers' (n=14) knowledge of science and science pedagogy changed after participation in a constructivist-based methods course. More-experienced teachers were paired with less-experienced teachers, and pre- and post-instructional concept maps, journals, portfolios, and transcripts revealed that, within the zone of proximal development, peers, teachers' students, instructors, readings, and tools mediated knowledge development. Contains 18 references. (Author/WRM)
Descriptors: Acoustics, Concept Formation, Constructivism (Learning), Cooperative Learning, Electricity, Heat, Knowledge Base for Teaching, Light, Methods Courses, Peer Teaching, Physical Sciences, Science Instruction, Teacher Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Tools; Vygotsky (Lev S); Zone of Proximal Development