written by Danielle B. Harlow

This paper presents an investigation of how a professional development course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary teachers. The findings of this study show that each teacher transferred different content and pedagogical aspects of the course into their science teaching. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.

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Published November 12, 2007
Last Modified December 1, 2010

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