Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?

被引：1

作者：

van Zee, Emily H. ^{[1
]}

机构：

[1] Oregon State Univ, Coll Sci, Dept Sci & Math Educ, Corvallis, OR 97331 USA

来源：

CULTURAL STUDIES OF SCIENCE EDUCATION | 2009年 / 4卷 / 04期

关键词：

Inquiry-based science instruction; Discourse practices; Professional development; Pragmatic awareness;

D O I：

10.1007/s11422-009-9220-7

中图分类号：

G [文化、科学、教育、体育]; C [社会科学总论];

学科分类号：

03 ; 0303 ; 04 ;

摘要：

In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers' discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.

引用

页码：847 / 854

页数：8

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