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ERIC Number: EJ906185
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1094-3277
Teaching Science Using Guided Inquiry as the Central Theme: A Professional Development Model for High School Science Teachers
Banerjee, Anil
Science Educator, v19 n2 p1-9 Fall 2010
The author describes a professional development model for high school science teachers based on the framework of inquiry and science standards. The "Learn-Teach-Assess Inquiry" model focuses on guided inquiry labs as the central theme and builds on these labs to reinforce science concepts and abilities to understand and engage in inquiry in accordance with national/state science standards. A professional development model for high school science teachers based on the framework of inquiry and National Science Education Standards has been developed and field tested for three years. This model requires intensive involvement of teachers and project personnel in workshops, material development, and round-the-year follow-up school visits for a three-year cycle. The professional development improves the ability of teachers to do and understand inquiry. Consequently, teachers organize more guided inquiry labs and post-lab discussion and motivate students to ask more questions in their classrooms. (Contains 6 tables and 3 figures.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; High Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia