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Journal of Science Teacher Education

, Volume 18, Issue 2, pp 133–136 | Cite as

Effective Science Teaching, Professional Development and No Child Left Behind: Barriers, Dilemmas, and Reality

  • Carla C. Johnson
Letter from the Editor

 

For more than 40 years, science educators have argued for the need to engage students in doing science, rather than reading about science. However, very few teachers of science have been empowered to teach science as it is conducted in the real world and, instead, settle for teaching science as isolated facts that are to be memorized and recalled for assessment purposes. Inquiry is a luxury, rather than a necessity; many teachers who use it periodically consider it to be in addition to the regular teaching of science, and oftentimes it is used as a reward for students after covering the required material. In fact, inquiry is used very rarely, as most of what teachers consider inquiry is merely no more than having students following discrete directions and using manipulatives to perform a task. Excuses that teachers provide for not using inquiry range from lack of time to prepare and implement inquiry, classroom management issues with allowing students to work together, and the “mess”...

Keywords

Professional Development Science Teacher State Assessment National Science Education Standard Professional Development Experience 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.College of EducationUniversity of ToledoToledoUSA

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