Search results for: Tinsley Ron
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This paper documents and describes three case studies of science teachers who discovered ways to engage their students in scientific inquiry and transform their teaching practices through engaging in an expanded model of the action research process. The authors found that collaboration with peers and students was crucial at each stage of the action research process for these science teachers. The authors also identified how collaborative reflection plays an instrumental role in transforming practice through their action research model.
Updated: May. 19, 2011