Advertisement

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

  • Charles J. Eick
Chapter
Part of the ASTE Series in Science Education book series (ASTE, volume 1)

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.

Keywords

Teaching Science Preservice Teacher Science Teacher Conceptual Change Classroom Teacher 
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.

References

  1. Campbell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Las Vegas: Heinemann.Google Scholar
  2. Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching ways of knowing (pp. 174–198). Chicago: University of Chicago Press.Google Scholar
  3. Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.Google Scholar
  4. Dias, M., Eick, C., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry-based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22(1), 53–78.CrossRefGoogle Scholar
  5. Eick, C. (2002). Job-sharing their first year: A narrative of two partnered teachers’ induction into middle school science teaching. Teaching and Teacher Education, 18(7), 887–904.CrossRefGoogle Scholar
  6. Eick, C., Dias, M., & Cook-Smith, N. (2009). Middle school students conceptual learning from the implementation of a new NSF-supported curriculum: Interactions in physical science®. School Science and Mathematics, 109(1), 45–53.CrossRefGoogle Scholar
  7. Goldberg, F., Bendal, S., Heller, P., & Poel, R. (2006). Interactions in physical science. Armonk: It’s About Time.Google Scholar
  8. Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631–645.CrossRefGoogle Scholar
  9. Korthagen, F. A. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates.Google Scholar
  10. Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33–43.CrossRefGoogle Scholar
  11. Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher as a role model. Teaching and Teacher Education, 23, 586–601.CrossRefGoogle Scholar
  12. Tytler, R. (2002). Teaching for understanding in science: Constructivist/Conceptual change teaching approaches. Australian Teachers’ Journal, 48(4), 30–35.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2014

Authors and Affiliations

  1. 1.Department of Curriculum and TeachingAuburn UniversityAuburnUSA

Personalised recommendations