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Implementing and Evaluating Reformed Science Curricula for Higher Education and Professional Development Settings

Abstract

"This paper describes the implementation of new curricula in biology and geology with preservice teachers at several higher educational institutions and with inservice teachers at summer professional developments.



We present the impact of theses inquiry-based science curricula on:



1) Participants' content knowledge in science,



2) Participants' understanding and attitudes about inquiry-based science teaching and learning, and



3) Participants' understanding of their learning process (metacognition)."

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