Search results for: Eylon Bat-Sheva

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Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model
Authors: Fallik Orna, Eylon Bat-Sheva, Rosenfeld Sherman
The authors examined the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? The authors suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.
Published: 2008
Updated: Feb. 04, 2009
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Teaching communication skills in science: Tracing teacher change
Authors: Spektor-Levy Ornit, Eylon Bat-Sheva, Scherz Zahava
The article describes a model for skills instruction and implementation of scientific communication. The modular model offers explicit instructions, content integration, contextual practice, and performance tasks. The study explored how science teachers implemented the model for two years. Results sow that teachers customized the program and experienced
Published: 2008
Updated: Apr. 08, 2008