By Kimball A.I.
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For another thing, a programme as complex as that of CA PD has so many elements that it becomes practically impossible to attribute successes and failures to particular elements, isolated from others. This of course is a main issue to which this book is attempting to contribute some insight, and in the concluding chapters we will need to discuss the problem in more detail. For now, while discussing the initiation and ‘running repairs’ to the CA PD programme in its first few years, we had to rely to a large extent on intuition to estimate what really was essential in the programme, and what could be trimmed in the interest of keeping the overall cost reasonable.
Jim Forsman was the District science inspector responsible, and Jolene Henrickson (née Barber) a teacher who devised many of the new activities (Forsman, Adey, & Barber, 1993). 20 PD for CA: Initiation USA: Oregon A Scientific Thinking Enhancement Project was set up in 1999 and student progress was monitored by Endler and Bond (2001). The intervention was implemented with three cohorts of in 6th, 7th and 8th grades. Preliminary results show gains in cognitive development for STEP students in all three cohorts.
We suggest that at least some of the following conditions need to be met: 1 Observing teachers have already made an attempt to teach CA activities, and have some understanding from the inside of what CA lessons are like. This makes it far easier for them to recognise features of the lesson specific to CA and relate their own efforts to the demonstration. 2 Observing teachers are given specific things to look for which are characteristic of CA, such as questioning techniques, ways of involving the whole class, tolerance of uncertainty, or the elicitation of metacognition.
A college textbook of physics by Kimball A.I.