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

被引：25

作者：

Roehrig, G. H. ^{[1
]}

Michlin, M. ^{[2
]}

Schmitt, L. ^{[4
]}

MacNabb, C. ^{[3
]}

Dubinsky, J. M. ^{[3
]}

机构：

[1] Univ Minnesota, STEM Educ Ctr, St Paul, MN 55108 USA

[2] Univ Minnesota, Ctr Appl Res & Educ Improvement, Minneapolis, MN 55455 USA

[3] Univ Minnesota, Dept Neurosci, Minneapolis, MN 55455 USA

[4] Sci Museum Minnesota, St Paul, MN 55102 USA

来源：

CBE-LIFE SCIENCES EDUCATION | 2012年 / 11卷 / 04期

基金：

美国国家卫生研究院;

关键词：

BEGINNING SECONDARY SCIENCE; PROFESSIONAL-DEVELOPMENT; IMPACT; ACHIEVEMENT; MULTIYEAR; KNOWLEDGE; EFFICACY; BELIEFS;

D O I：

10.1187/cbe.12-04-0045

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

引用

页码：413 / 424

页数：12

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