Title

Developing A Laboratory Model For The Professional Preparation Of Future Science Teachers: A Situated Cognition Perspective

Keywords

Laboratory; Science education; Science teaching; Situated cognition

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. © 2004 Kluwer Academic Publishers.

Publication Date

6-1-2004

Publication Title

Research in Science Education

Volume

34

Issue

2

Number of Pages

195-219

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1023/B:RISE.0000033765.64271.12

Socpus ID

3042736714 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/3042736714

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