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Full-Text Articles in Education
The Basic Competencies Of Biological Experimentation: Concept-Skill Statements, Nancy Pelaez, Trevor Anderson, Stephanie M. Gardner, Yue Yin, Joel K. Abraham, Edward Bartlett, Cara Gormally, Jeffrey P. Hill, Mildren Hoover, Carol Hurney, Tammy Long, Dina L. Newman, Karen Sirum, Michael Stevens
The Basic Competencies Of Biological Experimentation: Concept-Skill Statements, Nancy Pelaez, Trevor Anderson, Stephanie M. Gardner, Yue Yin, Joel K. Abraham, Edward Bartlett, Cara Gormally, Jeffrey P. Hill, Mildren Hoover, Carol Hurney, Tammy Long, Dina L. Newman, Karen Sirum, Michael Stevens
PIBERG Instructional Innovation Materials
This biological experimentation competencies map is a model created by members of the ACE-Bio Network of seven areas a competent biologist calls in when doing experimentation in biology. Each competency is represented by a summary word on a uniquely colored segment of the model. For presentation convenience, the seven major areas within experimentation in biology are mapped onto tables in a linear manner. However, this is not meant to convey a particular order that one must follow during experimentation. The areas are given equal weight and flexible order of their use throughout the process of experimentation. This work is meant …
I Want To Be The Inquiry Guy! How Research Experiences For Teachers Change Beliefs, Attitudes, And Values About Teaching Science As Inquiry, Deborah Herrington, Senetta F. Bancroft, Molly M. Edwards, Caroline J. Schairer
I Want To Be The Inquiry Guy! How Research Experiences For Teachers Change Beliefs, Attitudes, And Values About Teaching Science As Inquiry, Deborah Herrington, Senetta F. Bancroft, Molly M. Edwards, Caroline J. Schairer
Peer Reviewed Articles
This qualitative study examined how and why a research experiences for teachers (RET) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their …