Windows into practice: constructing effective science teaching and learning in a school change initiative

Tytler, Russell, Waldrip, Bruce and Griffiths, Michele 2004, Windows into practice: constructing effective science teaching and learning in a school change initiative, International journal of science education, vol. 26, no. 2, pp. 171-194.

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Title Windows into practice: constructing effective science teaching and learning in a school change initiative
Author(s) Tytler, Russell
Waldrip, Bruce
Griffiths, Michele
Journal name International journal of science education
Volume number 26
Issue number 2
Start page 171
End page 194
Publisher Routledge
Place of publication Abingdon, England
Publication date 2004-02-06
ISSN 0950-0693
1464-5289
Summary This paper outlines the development of a framework - the Science in Schools (SiS) Components - that describes effective science teaching and learning and that has become a central focus for the Science in Schools Research project that is being implemented in 225 Australian schools. The description is in a form that provides a basis for monitoring change, and which can be validated against project outcomes. The SiS Components were partially based on interviews with a small number of primary and secondary teachers identified as effective practitioners, and have been subject to a variety of validation processes. The focus of this paper is on a particular form of validation involving interviews with an expanded set of effective primary teachers, from three Australian states. Case descriptions of core elements of these teachers' beliefs and practice were constructed, and a review and mapping process used to examine the extent to which the SiS Components, as a distinct 'window into practice', align with and capture these core elements, and differentiate the practice of these effective teachers from other primary teachers in the project.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002862

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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