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Viewing report
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The Science Writing Heuristic as a Tool. Edition No. 1
VDM Publishing House, Sep 2008, Pages: 160
Teachers’ reluctance to implement inquiry-based
approaches may be attributed to different
interpretations of the underpinning theory. Efforts
to help teachers implement effective teaching
approaches should foster fundamental changes of
beliefs, knowledge, and habits of practice that
teachers deeply hold along with providing additive
skills. The framework of the SWH emphasizes the role
of classroom dialogical discussion in students’
learning. The role of teacher when implementing
constructivist approaches in student-oriented
classrooms, differs markedly from traditional
approaches, thus there is a need to study changes in
teaching practice when using this specific tool.
Teachers varied in their implementation of the SWH.
Three criteria were constructed to define teachers’
levels of implementation: epistemological belief,
pedagogical practice, and teacher content knowledge.
Different components were included within each
criterion, with three scales used to rank each
teacher’s implementation within each criterion. The
study is pointing to the importance of assisting
science teachers with effective pedagogical
strategies if there is to be an impact on students’
performance on tests.
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