Teaching communication skills in science: Tracing teacher change

Ornit Spektor-Levy, Bat Sheva Eylon, Zahava Scherz

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

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 languageEnglish
Pages (from-to)462-477
Number of pages16
JournalTeaching and Teacher Education
Volume24
Issue number2
DOIs
StatePublished - Feb 2008
Externally publishedYes

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 ).

Keywords

  • Learning skills
  • Professional development
  • Scientific communication
  • Teacher change

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