| Details | | Publication Date: | 1999-09-01 |
| Size | | Length: | 227 pages | | Height: | 9.0 in | | Width: | 6.3 in | | Thickness: | 0.5 in | | Weight: | 14.4 oz |
Publisher's Note
Dominant theories about primary science contend that knowledge is the key. Ovens challenges this view, showing, through case studies, that inquiry and reflection play a significant part in the learning process. This applies to pupils, teachers and teacher educators. Taking curiosity as a pre-condition for good learning, Ovens shows that it is possible to increase the desire to learn more and to learn better, to improve confidence in the ability to inquire, to imbue pupils with the courage to seek improvement, to place trust in collaborative processes, to raise awareness of significant detail and to encourage open-mindedness.
Teachers and student teacher who wish to improve their teaching will find an entirely fresh and effective model offered in Reflective Teacher Development in Primary Science Through case studies of primary science teachers, the author shows that if inquiry and reflection is a central part of the learning process, then the following qualities become manifest in all participants: -- curiosity to learn more and to learn better -- confidence to take the next step in the enquiry process -- courage to seek improvement -- trust in the other people taking part -- attention to significant details about events -- open-mindedness From descriptions of their work, the book offers a perspective on the personal qualities and professional contexts for improving the process of development which is critical of significant features of recent approaches to teacher professionalism. It offers insights into abilities needed to transcend the complexities of classroom life, with which teachers could play a pivotal role in the improvement of education.
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