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Teaching communication skills in science: Tracing teacher change
ARTICLE

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TATE Volume 24, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved July 22, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.10.009

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