TEACHERS AND TEACHING STRATEGIES: INNOVATIONS AND PROBLEM SOLVING -- NOTICE TO THE READER -- Library of Congress Cataloging-in-Publication Data -- Contents -- Preface -- Applications of Intellectual Development Theory to Science and Engineering Education -- Abstract -- Introduction -- 1981 Pilot Study -- Post-1981 Teaching Changes -- Methods for the Current Study -- Study Population -- Data Collection -- Example MID Responses -- Statistical Analyses -- Results -- Discussion -- Educational Implications -- Conclusion -- Acknowledgements -- Appendix A. Essay Prompts for the Measure of Intellectual Development -- Essay A -- Essay AP -- References -- Teachers' Judgment from a European Psychosocial Perspective -- Abstract -- Introduction -- 1. Levels of Explanation of Teaching-Learning Practices -- 2. Teachers' Representations of Intelligence as a -- Social Construction -- 3. Social Norms Influencing Teachers' Judgment -- 4. Being Evaluated in the Classroom: Contextual Influences on Students' Performance -- 5. A Proposal from Social Network Analysis for Evaluating Activities in E-Learning Environments -- -- Conclusion -- References -- A Problem-based Approach to Training Elementary Teachers to Plan Science Lessons -- Abstract -- Introduction -- The Context -- Problem-based Learning -- The Problems -- Problem 1 -- Problem 1: Science Planning which Works for You -- Assessment -- Problem 2 -- Problem 2: Working with Misconceptions -- Assessment -- Problem 3 -- Assessment -- Problem 4 -- Problem 4: Personalising Lessons -- Assessment -- Problem 5 -- Problem 5: A Lesson Sequence -- Assessment -- Problem 6 -- Problem 6: Engaging Science Teaching -- Assessment -- Interim Summary -- Evaluation -- The Students' Views -- The Course Tutors' Views -- Discussion -- Conclusion -- Appendix 1 -- -- Problem 1. Science Lesson Pro-forma - Feedback -- Appendix 2.

Problem 2: Working with misconceptions - Feedback -- Appendix 3 -- References -- An Emphasis on Inquiry and Inscription Notebooks: Professional Development for Middle School and High School Biology Teachers -- Abstract -- Introduction -- Details of the Workshop -- Program Activities -- Outcomes -- Conclusion -- References -- Facilitating Science Teachers' Understanding of the Nature of Science -- Abstract -- Introduction -- Nature of Science -- Scientific theories do not become laws even with additional evidence. -- How to Facilitate Science Teachers' Understanding of -- the Nature of Science? -- Problematic Nature of the Scientific Method, Objectivity and the Empirical Nature of Science -- Question 1: -- Question 2: -- Results -- Question 3 -- Results -- Question 4 -- Results -- Conclusion -- References -- The Impact of in-Service Education and Training on Classroom Interaction in Primary and Secondary Schools in Kenya: A Case Study of the School-based Teacher Development and Strengthening of Mathematics and Sciences in Secondary Education -- Abstract -- Introduction and Background to the Study -- Inset Projects in Primary and Secondary Schools in Kenya -- The SMASSE Project: -- Management and Support System of SMASSE -- The SbTD Project -- Management and the Support System of the SbTD Project -- Purpose and Objectives of the Classroom Interaction Study -- Design and Research Approach -- Data Collection -- The School Settings -- Analysis of Results -- Teachers' Narratives -- Challenges in the Teaching of Mathematics and Science in Schools: -- Pupils'/Students' Perceptions about Their Classroom Interaction -- The Dominant Classroom Interaction Practices -- Nature of the Dominant Teaching/Learning Activities -- Discussion -- Conclusion -- Acknowledgements -- References -- Classroom Discourse: Contrastive and Consensus Conversations -- Abstract.

Theoretical Framework -- Example of a Consensus Conversation -- Example of a Contrastive Conversation -- When to Have Consensus Conversations -- When to Have Contrastive Conversations -- Common Features of Both Conversations -- Unique Benefits and Challenges of Consensus Conversations -- Unique Benefits and Challenges of Contrastive Conversations -- Opportunities for Teacher Learning -- Discussion -- References -- Developing Critical Thinking is Like a Journey -- Abstract -- Introduction -- 1. Becoming Aware of the Forces that Hold Us or Release Us -- 2. Critical Thinking as Journeying -- DON'T BE AFRAID!" -- 3. Understanding by Placing Things in Tension with Alternatives -- 4. Opening Up Questions -- 5. Translocal Knowledge in Participatory Settings -- Coda -- References -- Inquiry: Time Well Invested -- Abstract -- Introduction -- Background of Study -- Methods -- Long Interviews -- Student Reflective Journals -- Student Laboratory Inscription Notebooks -- Authors' Notes and Reflective Journals -- Results -- Course Activities -- How Experiments Were Evaluated -- Review of Positivism -- Student Performance over Time -- Alice and Veronica -- Ralph and Morgan -- Basma, Sara and Susan -- Phillip, Greg and Richard -- Participants' Reports on Performance -- -- Conclusion -- References -- Intensive Second Language Instruction for International Teaching Assistants: How Much and what Kind is Effective? -- Abstract -- Effects of Duration and Intensity on Learning -- Duration and Intensity Defined -- Time on Task and Learning -- Intensity and Practice in Higher Education -- The Effect of Practice on Performance and Retention -- Duration, Intensity, and Practice in ITA and TA Education -- Purpose and Research Questions -- Method -- Participants -- Materials -- Procedure -- Analyses -- Results -- Discussion -- Conclusion -- Appendix A -- References.

How to Teach Dynamic Thinking with Concept Maps -- Abstract -- Abbreviations -- Introduction -- What is a Concept Map? -- CMap in Education -- Conceptual Relationships -- Static Relationships -- Dynamic Relationships -- Conceptual Relationships in CMap -- Strategies for Encouraging Representation of Dynamic Relationships in CMaps -- Structure of the Map -- "Quantifying" the Root Concept -- Formulating the Focus Question -- Empirical Evidence in Support of the Proposed Strategies -- Cyclic Structure Effect -- Quantified Root Concept Effect -- Process-Oriented Focus Question Effect -- Empirical Evidence: Summary of the Results -- Conclusion -- References -- Competency-based Assessment in a Medical School: A Natural Transition to Graduate Medical Education -- Abstract -- Competency-based Assessment in Undergraduate Medical Education -- Benefits of Competency-based Assessment in Medical School -- Building a Comprehensive Portfolio Approach to Competency Assessment -- Reflection on Learning and Self-Assessment -- Formative and Summative Assessment -- Challenges to Implementation -- Appendix One -- Sample Assessment from Year 1 Clinical Preceptor -- Appendix Two -- CCLCM Year 5 Standards -- Research -- Medical Knowledge -- Communication -- Professionalism -- Personal Development -- Clinical Skills -- Clinical Reasoning -- Health Care Systems -- Reflective Practice -- References -- Beliefs of Classroom Environment and Student Empowerment: A Comparative Analysis of Pre-service and Entry Level Teachers* -- Abstract -- Introduction and Literature Review -- Methodology -- Results -- Discussion -- References -- Interactionistic Perspective on Student Teacher Development During Problem-based Teaching Practice -- Abstract -- 1. Introduction -- 2. Theoreticial, Methodological and Methodical Underpinnings and Choices of the Study -- 3. Research Questions.

4. The Method -- -- The Subjects -- -- Data Analysis -- 5. The Results -- Jari's Case: -- Kirsi's Case: -- Risto's Case -- -- Meri's Case -- 6. Comparison between the Cases -- 7. Conclusion -- References -- To Identify What I Do Not Know and What I Already Know: A Self Journey to the Realm of Metacognition -- Abstract -- Introduction -- Theoretical Framework -- Experiential Learning -- Teaching as Reflective Experience -- The Experimental Course's Theoretical Framework -- Method -- The Type of Research -- Participants -- Tools -- Findings and Discussion -- First Action Research Cycle -- Planning -- Operation -- Data Collection and Reflection -- Conceptualization -- Second Action Research Cycle -- Planning -- Operation -- Data Collection and Reflection -- Conceptualization -- Third Action Research Cycle -- Planning -- Operation -- Data Collection and Reflection -- Conceptualization -- Fourth Action Research Cycle -- Fourth Action Research Cycle - Phase A -- Planning -- Operation -- Data Collection and Reflection -- Conceptualization -- Fourth Action Research Cycle - Phase B -- Planning -- Operation -- Data Collection and Reflection -- Conceptualization -- Fourth Action Research Cycle - Phase C -- Planning -- -- -- Operation -- Data Collection and Reflection -- Conceptualization -- Summarizing Discussion -- Metacognitive Reconstruction of the Learning Journey -- A. Description of the Development in My Metacognitive Thinking -- B. The Factors that Set the Process in Motion -- Model for The Development of A Reflective Learner -- Implications for Education -- Concluding Remarks -- Author Note -- References -- Traces and Indicators: Fundamentals for Regulating Learning Activities -- Abstract -- Introduction -- Observation Part -- Pragmatic Approach to Observation Problems.

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