Developing a laboratory model for the professional preparation of future science teachers: A situated cognition perspective

    Authors

    A. E. Sweeney;J. A. Paradis

    Comments

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    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

    WOS:000222389000005

    ISSN

    0157-244X

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