LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
Types: Unknown
Subjects: L1, LB, LB2361

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
High performing international education systems integrate evidence based practice into their initial teacher education programmes (BERA-RSA 2014). An example of informal practitioner research is described and discussed to illustrate the value and drawbacks of this approach and how this evidence based approach might be beneficial to teaching and learning in science. A science subject knowledge module was taught to two different cohorts of intending science teachers using a Science in Society (socio-scientific) approach. The aim was to demonstrate strategies for facilitating the development of critical thinking and scientific literacy. The use of anonymous voting devices during sessions highlighted a polarisation of opinions amongst participants rather than a more considered or critical response to the scientific questions.
  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Download from

Cite this article