Abstract
This paper describes a general model for skills instruction and its implementation through the program "Scientific Communication" for acquiring learning skills. The model is characterized by modularity, explicit instruction, spiral integration into contents, practice in various contexts, and implementation in performance tasks. It requires flexible planning and implementation by the teachers. The study investigated how science teachers implemented this model for a two-year period. Results show that they coped with this task by customizing the program; they underwent a positive change in perceptions about skills instruction, instructional models, using instructional materials, influence and involvement in school and beyond.
| Original language | English |
|---|---|
| Pages (from-to) | 462-477 |
| Number of pages | 16 |
| Journal | Teaching and Teacher Education |
| Volume | 24 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 2008 |
| Externally published | Yes |
Bibliographical note
Funding Information:In 2005, this program was further developed and adapted to the UK KS4 science curriculum, funded by the Gatsby Science Enhancement Programme (SEP). It is entitled “Learning Skills for Science” and is published by the Nuffield Curriculum Centre ( Scherz & Spektor-Levy, 2005 ).
Funding
In 2005, this program was further developed and adapted to the UK KS4 science curriculum, funded by the Gatsby Science Enhancement Programme (SEP). It is entitled “Learning Skills for Science” and is published by the Nuffield Curriculum Centre ( Scherz & Spektor-Levy, 2005 ).
| Funders | Funder number |
|---|---|
| Gatsby Science Enhancement Programme | |
| Secretaría de Educación Pública |
Keywords
- Learning skills
- Professional development
- Scientific communication
- Teacher change