From curriculum to implementation ‐ primary science and teacher development

Irish Educational Studies

Volumn 20, Issue 1, 2001, Pages 239-250

  Palmer, Marion ^a  

^a Dun Laoghaire Institute of Art Design and Technology   (Ireland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85070131520     PISSN: 03323315     EISSN: 17474965     Source Type: Journal    
DOI: 10.1080/0332331010200119     Document Type: Article

References (20)

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2. Bell, B., and Gilbert, J., 1996. Teacher Development, A Model from Science Education, London: Falmer Press.
3. Bryan, L.A., and Abell, S.K., 1999. Development of Professional Knowledge in Learning to Teach Elementary Science. Journal of Research in Science Teaching, 36 (2): 121–139.
4. Cochran, K. F., 1997. “ Pedagogical Content Knowledge: Teachers’ ”. In Integration of Subject Matter, Pedagogy, Students and Learning Environments, Research Matters ‐ to the Science Teacher No. 9702 http://www.narst.org/research/pck.htm
5. Government of Ireland. 1999. Primary Science Curriculum, Dublin: Stationery Office.
6. Government of Ireland. 1999. Primary Science Teacher Guidelines, Dublin: Stationery Office.
7. Harlen, W., 1993. Teaching and Learning Primary Science, Second Edition, London: Paul Chapman Publishing Ltd.
8. Harlen, W., Holroyd, C., and Byrne, M., 1995. Confidence and Understanding in Teaching Science and Technology in Primary Schools, Edinburgh: The Scottish Council for Research in Education.
9. Harlen, W., 1999. Effective Teaching of Science, Edinburgh: The Scottish Council for Research in Education.
10. Irish Council for Science Technology and Innovation. May 1998. Science in Primary Schools. Statement from the Irish Council for Science, Technology and Innovation, May, Dublin: Forfás.
11. Irish National Teachers’ Organisation. 1992. Primary Science Education in Ireland, Dublin: INTO. Issues and Research (No. 16/92)
12. Jarrett, O.S., Development of Interest and Confidence: Comparison of Two Science Teacher Education Models. paper presented at the annual meeting of the National Association for Research in Science Teaching. Boston, Ma, USA. http://www.narst.org/conference/jarrett/jarrett.html
13. National Council for Curriculum and Assessment. 1990. Report of the Review Body on the Primary Curriculum, Dublin: NCCA.
14. Nuffield Foundation. 1998. Beyond 2000: Science Education for the Future, London: Nuffield Foundation.
15. Ovens, P., 2000. Reflective Teacher Development in Primary Science, London: Falmer Press.
16. Primary School Science Project. 1994. Primary Science Starts Here. Guidelines for Primary Teachers, Limerick: Primary School Science Project.
17. Schon, D., 1984. Educating the reflective practitioner, San Francisco: Jossey‐Bass Publishers.
18. Shulman, L.S., 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15: 4–14.
19. Shulman, L.S., 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57: 1–22.
20. Summers, Mike. 1994. Science in the primary school: the problem of teachers’ curricular expertise. The Curriculum Journal, 5 (2): 179–193.