The Use of Clinical Interviews to Develop Inservice Secondary Science Teachers' Nature of Science Knowledge and Assessment of Student Nature of Science Knowledge

To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a gr...

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Bibliographic Details
Published in:The Clearing house 2013-11, Vol.86 (6), p.229-237
Main Author: Peters-Burton, Erin E.
Format: Article
Language:English
Subjects:
clinical interviews
College students
Curricula
Evidence
Faculty Development
Graduate Study
Interviews
Knowledge
Learning
Learning environment
nature of science
Pedagogical Content Knowledge
Professional development
Scaffolding
Science Education
Science Teachers
Scientific Principles
Secondary school students
Secondary School Teachers
secondary teacher professional development
Student Evaluation
Teachers
Translation
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Summary:To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical interview. For the interview, teachers developed six increasingly difficult questions, interviewed a student, and analyzed the result. Findings show that while teachers needed scaffolding to write cognitively higher questions, they were, however, encouraged to shift their practice from asking questions that had one-word answers to engaging students in connecting knowledge.
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.2013.826489