Journal of Turkish Science Education

Yazarlar: Carolina CARVALHO , Edite FÍUZA , Joseph CONBOY , Jesuína FONSECA , João SANTOS SANTOS , Ana Paula GAMA , Maria Helena SALEMA

Konular:-

Anahtar Kelimeler:Feedback ,Teacher Education ,Critical Thinking ,Real Life Problems

Özet: This descriptive and interpretative study was aimed at better understanding how to foment effective feedback in the sciences classroom by implementing an activity based in a real-life problem that was intended to promote critical thinking. Eleven secondary and pre-secondary public school teachers participated in a workshop in the Greater Lisbon area (part of a year-long continuing education project). In one three-hour session, they performed an activity intended to promote critical thinking, based on a real-life problem, and received feedback from a workshop facilitator. Participants responded to two questionnaires concerning the nature of the activity performed and the feedback perceived. Interpretative analysis of responses indicates that the activity performed was perceived as a real-life problem and the feedback was perceived as effective. The outcomes and conclusions contribute to a possible understanding of how such an activity can facilitate effective feedback in the sciences classroom.

---