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ERIC Number: EJ1008722
Record Type: Journal
Publication Date: 2013-Feb
Pages: 2
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0013-1377
Science Education Research and Teacher Professional Development
Oversby, John; McGregor, Deb; Woodhouse, Fiona
Education in Science, n251 p26-27 Feb 2013
Well-designed and thoughtful approaches to practitioner research can bring about very positive impacts to improve teaching and learning in science classrooms. Readers of highly-rated research also need to appreciate and understand research design, literature critique, appropriate data collection, methods of analysis, theoretical frameworks, statistical tests of significance, and be able to apply critical skills to interpret the validity and applicability of conclusions. For teachers, this kind of research can provide indicators and illustrations about developments or focused studies that can inform or impact on practice. Teachers engaging with research processes to purposely improve or develop their professional practice will not only enhance and develop their practice, but will also engage with thinking critically about research processes and outcomes and thus become more research-knowledgeable.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A