|Type of Product:||Book Chapter
|Publication Title:||Reforming Secondary Science Instruction
|Grade Level:||Middle School, High School
|See Also:||View all available chapters for this book
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An old saying goes, “The only constant is change.” No truer words have ever been spoken, especially in a time of reform. As a matter of fact, reform is change. This chapter examines change from two perspectives. The first perspective examines the research on learning because learning involves change. The second perspective examines the change process, highlighting the research and illuminating key ideas surrounding change. At the end of the chapter, the change process is applied to the secondary science classroom context, illustrating the change process, identifying ways to overcome potential barriers, and outlining steps to enact change that will ultimately result in the reform of secondary science education.
Ideas For Use
Table 2.2 includes language indicating where a teacher’s concerns may be when moving to an inquiry-based teaching practice and philosophy. The Stages of Concern model recognizes that individuals do not move cleanly from one stage to another and that concerns will not be limited to one stage. Concerns will, however, cluster in a primary stage at a given time. Recognizing the stages and the emotions corresponding with change can help us know what to expect in the change process, help us identify the type of help required as our needs change, and provide encouragement to persist during times of frustration.
|Intended User Role:||Curriculum Supervisor, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher
|Educational Issues:||Achievement, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies
|Requirements:||Requires Adobe Acrobat Reader
National Standards Correlation
This resource has 6 correlations with the National Standards.
- Process Standards for Professional Development
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
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