Is it possible to reach a sustainable change in Science Teaching at primary schools? A plan for achieving it
One of the great challenges of recent decades, which has been the subject of much debate and research, is how to bridge the gap between science education research and school practice. To address this issue, we have reviewed and analysed in depth the characteristics that in-service teacher training p...
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| Published in | Journal of physics. Conference series Vol. 2490; no. 1; pp. 12007 - 12014 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Bristol
IOP Publishing
01.04.2023
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1742-6588 1742-6596 |
| DOI | 10.1088/1742-6596/2490/1/012007 |
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| Abstract | One of the great challenges of recent decades, which has been the subject of much debate and research, is how to bridge the gap between science education research and school practice. To address this issue, we have reviewed and analysed in depth the characteristics that in-service teacher training programmes should have in order to be effective and of high quality. In this paper, we present a professional development programme to achieve the desired didactic change in science teaching at schools. This programme is organized into phases that can be evaluated by measurable indicators to determine its success or failure. In addition, in order to assess the sustainability of change in a school (or group of teachers), we have incorporated the theory of critical mass in social change, which has received recent empirical support. |
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| AbstractList | One of the great challenges of recent decades, which has been the subject of much debate and research, is how to bridge the gap between science education research and school practice. To address this issue, we have reviewed and analysed in depth the characteristics that in-service teacher training programmes should have in order to be effective and of high quality. In this paper, we present a professional development programme to achieve the desired didactic change in science teaching at schools. This programme is organized into phases that can be evaluated by measurable indicators to determine its success or failure. In addition, in order to assess the sustainability of change in a school (or group of teachers), we have incorporated the theory of critical mass in social change, which has received recent empirical support. |
| Author | Martínez-Torregrosa, J Menargues, A Limiñana, R Nicolás-Castellano, C |
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| Cites_doi | 10.1080/1046560X.2019.1591920 10.1002/tea.20329 10.1080/09500693.2015.1067933 10.1080/1046560X.2021.1877457 10.1016/S0742-051X(03)00059-3 10.1126/science.aas8827 10.1007/s10972-013-9346-z 10.17763/0017-8055.85.2.172 10.1002/sce.10022 10.1080/03057267.2012.738020 10.3102/00028312038004915 10.3102/0034654311413609 10.1080/0305498032000153025 10.1016/S0742-051X(02)00053-7 10.1080/10508400903191904 |
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| Title | Is it possible to reach a sustainable change in Science Teaching at primary schools? A plan for achieving it |
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