Source: Journal of Science Teacher Education, Volume 23, Issue 6, pp 601-620. October 2012
This reflective, descriptive study documents the pedagogical practices of three professors during a two-week summer PD program on inquiry-based science instruction.
Twenty teachers of fourth- through ninth-grade students in a Midwestern city engaged in lessons based on the learning cycle.
Data analyses indicated that implementation of the learning cycle lessons varied among the professors.
These findings led to further questions concerning the professors’ beliefs about the learning cycle and the ways that teachers were positioned as learners during PD.
Lawson in Science teaching and the development of thinking. Wadsworth, Belmont, CA, Lawson 1995.