Professional Development and Teacher Learning: Using Concept Maps in Inquiry Classrooms

by: Jon Margerum-Leys, Jay Fogleman, Stein Brunvand, Ronald W. Marx, Beth Kubitskey, and Barry J. Fishman

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Two urban middle school science teachers used concept maps as a form of assessment in their inquiry-oriented teaching. Critical steps in this learning process included adapting curriculum materials to a specific school context, adjusting and re-evaluating strategies, contextualizing concept mapping for students, and finding time and structures for peer collaboration. The two teachers in this study used professional development as an opportunity to interact with other teachers in similar teaching contexts with similar learning outcome goals.

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Type Book ChapterPub Date 1/1/2006Stock # PB204X_8

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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