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Research in Science & Technological Education

April 2011 Volume 29, Number 1

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Table of Contents

Number of articles: 6

  1. Characteristics of Effective Professional Development for Early Career Science Teachers

    Shirley Simon, Sandra Campbell, Sally Johnson & Fani Stylianidou

    The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of... More

    pp. 5-23

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  2. Impact of a National Programme of Professional Development in Science Education

    Irina Kudenko, Mary Ratcliffe, Alison Redmore & Catherine Aldridge

    Evaluation of large-scale professional development programmes in a cost-effective but detailed manner presents challenges. Much of the research evidence on the effectiveness of professional... More

    pp. 25-47

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  3. Towards Accomplished Practice in Learning Skills for Science (LSS): The Synergy between Design and Evaluation Methodology in a Reflective CPD Programme

    Zahava Scherz, Liora Bialer & Bat-Sheva Eylon

    This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge... More

    pp. 49-69

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  4. Using Metaphors to Investigate the Personal Frameworks of Pre-Service Science Teachers as They Experience a Science in Society Course

    Todd Campbell

    This research presents a multiple case study investigating the personal frameworks of pre-service science teachers as they experience a science in society course. Through examining the metaphors... More

    pp. 71-90

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  5. Cooperative Learning in Science: Intervention in the Secondary School

    K J. Topping, A Thurston, A Tolmie, D Christie, P Murray & E Karagiannidou

    The use of cooperative learning in secondary school is reported--an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university ... More

    pp. 91-106

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  6. Theory-Led Confirmation Bias and Experimental Persona

    Michael Allen

    Questionnaire and interview findings from a survey of three Year 8 (ages 12-13 years) science practical lessons (n = 52) demonstrate how pupils' data collection and inference making were sometimes ... More

    pp. 107-127

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