Abstract
Original language | English |
---|---|
Pages (from-to) | 171-192 |
Number of pages | 21 |
Journal | Cambridge Journal of Education |
Volume | 36 |
Issue number | 2 |
DOIs | |
Publication status | Published - Jun 2006 |
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Keywords
- educational research
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Socio-scientific issues in science education : implications for the professional development of teachers. / Gray, Donald S; Bryce, T. G. K.
In: Cambridge Journal of Education, Vol. 36, No. 2, 06.2006, p. 171-192.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Socio-scientific issues in science education
T2 - implications for the professional development of teachers
AU - Gray, Donald S
AU - Bryce, T. G. K.
PY - 2006/6
Y1 - 2006/6
N2 - This paper offers a critique of existing models of continuing professional development (CPD) courses for science teachers in the light of recent thinking about the nature of the subject (in particular, the arguments associated with 'post-normal science') and the challenges presented by the teaching of controversial socio-scientific issues (especially topics like bio-technology and genetic modification). An analysis of the outcomes and limitations of an 'up-date/top-down' kind of CPD is used to argue that future forms of effective CPD must involve teachers in reflecting on the scientific, the social and the pedagogical dimensions to 'new science', and the relationships between them in the interests of improved classroom learning.
AB - This paper offers a critique of existing models of continuing professional development (CPD) courses for science teachers in the light of recent thinking about the nature of the subject (in particular, the arguments associated with 'post-normal science') and the challenges presented by the teaching of controversial socio-scientific issues (especially topics like bio-technology and genetic modification). An analysis of the outcomes and limitations of an 'up-date/top-down' kind of CPD is used to argue that future forms of effective CPD must involve teachers in reflecting on the scientific, the social and the pedagogical dimensions to 'new science', and the relationships between them in the interests of improved classroom learning.
KW - educational research
U2 - 10.1080/03057640600718489
DO - 10.1080/03057640600718489
M3 - Article
VL - 36
SP - 171
EP - 192
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
SN - 0305-764X
IS - 2
ER -