Early science education in preschools – the contribution of professional development and professional exchange in team meetings

2019 ◽  
Vol 27 (5) ◽  
pp. 587-600 ◽  
Author(s):  
Julia Barenthien ◽  
Elisa Oppermann ◽  
Mirjam Steffensky ◽  
Yvonne Anders
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Team Meetings ◽  
Early Science Education

Inconsistencies in Early Science Education: Can Nature Help Streamline State Standards?

Ecopsychology ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 243-258 ◽  
Author(s):  
Heidi Kloos ◽  
Talia Waltzer ◽  
Cathy Maltbie ◽  
Rhonda Douglas Brown ◽  
Victoria Carr
Keyword(s):  
Science Education ◽  
State Standards ◽  
Early Science Education

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

Telementoring and Virtual Professional Development

2010 ◽  
pp. 186-205
Author(s):  
Matthew J. Maurer
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Theoretical Perspective ◽  
Leadership Skills ◽  
Specific Content ◽  
High Background ◽  
Master Level

In science, examining how teachers can effectively learn content and inquiry-based pedagogy can often be nothing short of an intellectual, cognitive, and motivational maze. Professional development (PD) programs constructed specifically to aid teacher learning may fall short of their goals due to the high background variability of the participants, especially when mixing novice and master-level teachers. Only through conscious reorganization of instructional approaches can PD programs effectively address specific content and pedagogical needs while concurrently aiding the transition from novice to master-level teachers. It is time for a shift in how PD providers think about how teachers learn. Utilizing a theoretical perspective from Science Education, this chapter will demonstrate the benefits of moving to more of a contextual-based discourse that is accomplished through a virtual telementoring-based professional learning community (PLC) in order to enhance content, pedagogy, leadership skills, and positively impact teaching self-efficacy.

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