Title
Developing a laboratory model for the professional preparation of future science teachers: A situated cognition perspective
Abbreviated Journal Title
Res. Sci. Educ.
Keywords
laboratory; science education; science teaching; situated cognition; SCHOOL SCIENCE; PRACTICAL WORK; CHEMISTRY; EDUCATION; KNOWLEDGE; ENVIRONMENT; STUDENTS; LECTURE; CULTURE; ISSUES; Education & Educational Research
Abstract
Although laboratory activities are widely acknowledged as being fundamental to the teaching of science, many secondary science school teachers have limited knowledge of how to design and run effective teaching laboratories. Utilising a situated cognition theoretical framework, we discuss our collaborative efforts to develop a laboratory based model for the professional preparation of secondary level science teachers. Findings from the study suggest that the learning which occurs in the laboratory context may be transferred ( with appropriate modifications) to the secondary science classroom. Implications also are presented for science teacher preparation, ongoing professional development, and further study.
Journal Title
Research in Science Education
Volume
34
Issue/Number
2
Publication Date
1-1-2004
Document Type
Article
Language
English
First Page
195
Last Page
219
WOS Identifier
ISSN
0157-244X
Recommended Citation
"Developing a laboratory model for the professional preparation of future science teachers: A situated cognition perspective" (2004). Faculty Bibliography 2000s. 4823.
https://stars.library.ucf.edu/facultybib2000/4823
Comments
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