While the United States’ National Research
Council (NRC 2012) and Next Generation Science Standards
(NGSS 2013) advocate children’s engagement in
active science learning, elementary school teachers in the
US indicate lack of time to teach science regularly because
of (1) school and district pressure to focus on English
language arts and mathematics assessment scores in
response to the country’s No Child Left Behind (2001)
mandates; (2) a lack of preparation in teacher science
content knowledge; and (3) a lack of science professional
development opportunities.

J40

372.19 ROX c

Perpustakaan FITK Pusat

Tersedia

• Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development

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