Australian Journal of Teacher Education
Abstract
Previous studies indicate that many preservice science teachers lack facility with those formal reasoning patterns that are critical for learning science. The purpose of this project was to develop, implement and evaluate a curriculum package directed at improving preservice secondary science teachers' scientific thinking. A matched treatment-control, quasi-experimental design revealed significant gains achieved through use of the curriculum materials.
Recommended Citation
Hackling, M., Garnett, P., & Dymond, F. (1990). Improving the Scientific Thinking of Preservice Secondary Science Teachers. Australian Journal of Teacher Education, 15(2). https://doi.org/10.14221/ajte.1990v15n2.2
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Curriculum and Instruction Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons