A Sabbatical as a Middle Grades Science Teacher: Building New Practical Knowledge for Practice

Abstract

Few science teacher educators take the plunge into full-time K-12 classroom teaching again while on sabbatical leave from their college or university. Dr. Charles Eick did just that and shares his experience in preparing for classroom teaching again and what he learned about himself and teaching in implementing a new reform-based curriculum to eighth graders. He approaches his story of teaching physical science from the perspective of building on his personal practical knowledge as a progressive teacher from 10 years ago for today’s twenty-first-century science classroom. Technology became a primary vehicle for teaching and learning a new curriculum through guided inquiry. His blend of new techniques learned in professional development with those from his past teaching experiences created a new learning environment. His new emphasis on inquiry for learning through conceptual change often excluded his past practical knowledge of other effective science teaching approaches based on the learning cycle. What he learns and relearns in authentic practice using guided inquiry adds great credibility to his teaching, research, and outreach today.