Nurturing quality science learning and teaching: the impact of a reading group

Fitzgerald, Angela and Cooper, Rebecca and Sarkar, Mahbub (2016) Nurturing quality science learning and teaching: the impact of a reading group. Teaching Science, 62 (2). pp. 44-51. ISSN 1449-6313

[img]
Preview
Text (Accepted Version)
FITZGERALD COOPER SARKAR Teaching science paper - Addressing comments from reviewers - final.pdf

Download (369Kb) | Preview

Abstract

Teachers are key to the delivery of quality science education experiences in Australian classrooms. In achieving this, there is a need for teachers to be better supported in thinking reflexively and critically about their practice. The Centre for [de-identified] at [de-identified] University took action to address this need by forming a reading group to encourage interested teachers of science from primary and secondary schools to meet regularly to discuss relevant journal articles and implications for their practice. This paper explores how forming a community of practice around a reading group impacted on participants’ approaches to science learning and teaching.


Statistics for USQ ePrint 35076
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: No evidence of copyright restrictions preventing deposit of Accepted version.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 15 Nov 2018 23:45
Last Modified: 16 Nov 2018 04:16
Uncontrolled Keywords: science teaching; reading group; community of practice
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/35076

Actions (login required)

View Item Archive Repository Staff Only