Developing a laboratory model for the professional preparation of future science teachers: A situated cognition perspective
Abbreviated Journal Title
Res. Sci. Educ.
laboratory; science education; science teaching; situated cognition; SCHOOL SCIENCE; PRACTICAL WORK; CHEMISTRY; EDUCATION; KNOWLEDGE; ENVIRONMENT; STUDENTS; LECTURE; CULTURE; ISSUES; Education & Educational Research
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.
Research in Science Education
"Developing a laboratory model for the professional preparation of future science teachers: A situated cognition perspective" (2004). Faculty Bibliography 2000s. 4823.