Grappling with long-term learning in science: A qualitative study of teachers' views of developmentally oriented instruction

The shift in science education toward deeper, more integrated learning of domain content and scientific practices requires that teachers steer clear of strategies that promote the steady accumulation of more superficial knowledge and capabilities. Instead, teachers must invest in a continuous and gr...

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Veröffentlicht in:	Journal of research in science teaching 2015-10, Vol.52 (8), p.1163-1187
Hauptverfasser:	Shemwell, Jonathan T., Avargil, Shirly, Capps, Daniel K.
Format:	Artikel
Sprache:	eng
Schlagworte:	development inquiry Interviews Learning Processes learning progression project-based learning Qualitative Research Science Education Science Teachers scientific practices Student Development teacher development teacher education Teaching Methods teaching reform
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