Perceptions Of Student Ability, Testing Pressures Hinder Some Science Teachers

Chestnut Hill, MA (April 5, 2014) – A survey of science teachers finds they support a new approach to science education, but they struggle to believe that all students are capable of exploring science using a method called argumentation, according to researchers from the Lynch School of Education at Boston College. Furthermore, teachers in low-income schools said the pressure to meet testing requirements curbs the use of argumentation in their lessons, according to the findings, which were presented today at the American Educational Research Association annual meeting in Philadelphia. read more

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