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

journal contribution
posted on 06.02.2004, 00:00 authored by Russell TytlerRussell Tytler, B Waldrip, M Griffiths
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.

History

Journal

International journal of science education

Volume

26

Issue

2

Pagination

171 - 194

Publisher

Routledge

Location

Abingdon, England

ISSN

0950-0693

eISSN

1464-5289

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2004, Taylor & Francis