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ERIC Number: EJ809628
Record Type: Journal
Publication Date: 2008-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers
Monet, Julie A.; Etkina, Eugenia
Journal of Science Teacher Education, v19 n5 p455-475 Oct 2008
This paper describes the analysis of teachers' journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one's learning should be an integral part of teachers' professional development experiences.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A