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Toolin Regina E. (2004). « Striking a balance between innovation and standards: A study of teachers implementing project-based approaches to teaching science ». Journal of Science Education and Technology, vol. 13, n° 2, juin, p. 179–187. 
Added by: Catherine Reverdy (11 Feb 2013 09:38:14 Europe/Paris)   Last edited by: Catherine Reverdy (11 Feb 2013 09:39:07 Europe/Paris)
Resource type: Journal Article
DOI: 10.1023/B:JOST.0000031257.37930.89
BibTeX citation key: Toolin2004a
Subcategories: Apprentissage par projet, Pratiques enseignantes
Keywords: apprentissage par projet, enseignement secondaire, innovation pédagogique, sciences
Creators: Toolin
Collection: Journal of Science Education and Technology
Views: 244/600
Views index: 17%
Popularity index: 4.25%
Abstract     
This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.
Added by: Catherine Reverdy  Last edited by: Catherine Reverdy
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