Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

Gillian H. Roehrig, Michael L. Michlin, L. Schmitt, Colin Marshall MacNabb, Janet M. Dubinsky
Published 2012 in CBE life sciences education

Abstract

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development… (More)

DOI: 10.1187/cbe.12-04-0045

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The Effects of Professional Development on Science Teaching Practices and Classroom Culture

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Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

Abstract

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7 Figures and Tables

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References

Professional Development in the United States: Trends and Challenges

Improving impact studies of teachers’ professional development: toward better conceptualizations and measures

A Guide to Authentic Instruction and Assessments: Vision, Standards and Scoring, Madison: Wisconsin Center for Education Research

The relationship between teachers’ knowledge and beliefs about science and inquiry and their classroom practices

Can professional development make the vision of the standards a reality? The impact of the National Science Foundation’s Local Systemic Change through Teacher Enhancement Initiative

Lessons from a Decade of Mathematics and Science Reform

Annotated Guide to the CETP Classroom Observation Protocol, Minneapolis: Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota

CETP Core Evaluation Classroom Observation Videotape Guide, Minneapolis: Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota

Classroom Observation Handbook

The Effects of Professional Development on Science Teaching Practices and Classroom Culture

Slides referencing similar topics

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

Abstract

Topics

7 Figures and Tables

Cited By

References

Professional Development in the United States: Trends and Challenges

Improving impact studies of teachers’ professional development: toward better conceptualizations and measures

A Guide to Authentic Instruction and Assessments: Vision, Standards and Scoring, Madison: Wisconsin Center for Education Research

The relationship between teachers’ knowledge and beliefs about science and inquiry and their classroom practices

Can professional development make the vision of the standards a reality? The impact of the National Science Foundation’s Local Systemic Change through Teacher Enhancement Initiative

Lessons from a Decade of Mathematics and Science Reform

Annotated Guide to the CETP Classroom Observation Protocol, Minneapolis: Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota

CETP Core Evaluation Classroom Observation Videotape Guide, Minneapolis: Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota

Classroom Observation Handbook

The Effects of Professional Development on Science Teaching Practices and Classroom Culture

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