Teaching communication skills in science: Tracing teacher change
TATE Volume 24, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd
This paper describes a general model for skills instruction and its implementation through the program “Scientific Communication” for acquiring learning skills. The model is characterized by modularity, explicit instruction, spiral integration into contents, practice in various contexts, and implementation in performance tasks. It requires flexible planning and implementation by the teachers. The study investigated how science teachers implemented this model for a two-year period. Results show that they coped with this task by customizing the program; they underwent a positive change in perceptions about skills instruction, instructional models, using instructional materials, influence and involvement in school and beyond.
Spektor-Levy, O., Eylon, B.S. & Scherz, Z. (2008). Teaching communication skills in science: Tracing teacher change. Teaching and Teacher Education: An International Journal of Research and Studies, 24(2), 462-477. Elsevier Ltd.