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Direct linkWalan, Susanne; Mc Ewen, Birgitta – Research in Science Education, 2017
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also…
Descriptors: Primary Education, Elementary School Teachers, Science Teachers, Teacher Attitudes
Peer reviewedWatters, James J.; Ginns, Ian S. – Research in Science Education, 1997
Explores the involvement and professional growth of a teacher in a professional development project entitled Simply Science. Findings indicate an increase in the teacher's pedagogical content knowledge and confidence in teaching science and a change in her views about cooperative learning strategies. Discusses implications for the design of…
Descriptors: Cooperative Learning, Educational Strategies, Elementary Education, Foreign Countries
Peer reviewedHarlen, Wynne – Research in Science Education, 1997
Research into primary teachers' understanding of concepts in science and technology provided information on teachers' confidence in teaching science, their understanding of a range of key ideas, and their own educational background in science. Teachers expressed low confidence in teaching science but also claimed not to find great difficulty in…
Descriptors: Difficulty Level, Foreign Countries, Knowledge Base for Teaching, Primary Education
