Miia Rannikmäe

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This paper explores the impact of teacher involvement in a context-based teaching project, involving continuous professional development and classroom module implementation two years after the event. Five chemistry and biology teachers were interviewed to ascertain the degree of ownership gained from the project related to continued use of the teaching(More)
This poster presents a constructivist framework for a model of short-term professional development, which was offered to secondary school science teachers in Australia, Sri Lanka and Indonesia. Despite the popular view maintained in the literature, it was found that one-day workshops could be modelled on constructivist principles and can indeed facilitate(More)
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