'Because we weren't actually teaching them, we thought they weren't learning'

primary teacher perspectives from the MyScience initiative

Anne Forbes, Keith Skamp

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. This paper describes the ongoing journey to date of eight primary teachers from three primary schools who actively participated in MyScience over an extended period. Their views of interactions with mentors and students were analysed, in part, using attributes associated with both 'communities of practice' and the 'nature of science'. Findings reveal teachers' new understandings about the teacher-student relationship and learning within a community of practice. Implications for science teaching and learning in primary school community of practice settings are discussed.
Original languageEnglish
Pages (from-to)1-25
Number of pages25
JournalResearch in Science Education
Volume44
Issue number1
DOIs
Publication statusPublished - Feb 2014
Externally publishedYes

Keywords

  • community of practice
  • science education
  • primary school
  • primary teacher
  • inquiry-oriented science
  • nature of science

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