What is it about?
In this chapter, we present a model for science teachers’ professional knowledge acquisition and compare it with an empirical study based on the implementation of a science course based on an investigation in the French curricula context1. IBSE is indeed promising if we assume that its implementation incites teachers to change their practices so as to meet the new requirements. Before we describe the model we have constructed in detail, and demonstrate its interest, we present the conceptual framework to which we refer.
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This page is a summary of: The Double Loop of Science Teachers’ Professional Knowledge Acquisition, January 2015, Springer Science + Business Media,
DOI: 10.1007/978-94-6300-313-1_3.
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