ERIC Number: ED465613
Record Type: RIE
Publication Date: 2002-Jan
Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge.
Alonzo, Alicia C.
This paper provides a critical analysis of a professional development model that proposes to improve inquiry science instruction by addressing two components of teacher knowledge: pedagogy and science content. Although this represents an improvement over professional development models that focus on a single area of teacher knowledge, this paper suggests that, in order to impact inquiry science instruction, three pieces of teacher knowledge are required: pedagogy, science content, and pedagogical content knowledge. Without all three components, the impact on classroom instruction will be limited. (Contains 17 references.) (Author/MVL)
Descriptors: Elementary Education, Elementary School Teachers, Faculty Development, Inquiry, Knowledge Base for Teaching, Pedagogical Content Knowledge, Science Teachers
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.