The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues

Contextual Learning: Innovative Approach towards the Development of Students’ Scientific Attitude and Natural Science Performance

“…In the context of the implementation of the science curriculum in Indonesia, scientific attitudes include: a) curiosity, b), precision, and accuracy, c) collaboration, d) discipline, e) objectivity, f) humble, g) tolerance, and h) skeptics (Depdiknas, 2005). Wolfensberger, Piniel, Canella, and Kyburz-Graber (2010) further emphasized that such contextual learning activities not only benefit students, but also help the teachers to make reflections on their instructional design. Many educators have pointed out the importance of situating students in authentic contexts and encouraging them to perceive problems, actively collect data, and develop the way to solve problems.…”

Comparative Studies of Students’ Learning Performances in International Business Programs

“…The total length of academic term is about 14 weeks, with 12 weeks in-class learning in Qingdao and 2 weeks nationwide excursion. 1 In 2006, the German coordinator of ICBP suggested that the new course of CWE should be added into the syllabus in meeting the participants' demand for realizing the economic and trade relations between China and the world. The course discusses China and the world economy focusing on its economic relationship with countries and regions such as EU, Russia, US, Japan, India, ASEAN and Africa.…”

“…And constant adaptations as the important aspects of reflective teaching will accompany the whole processes of teaching and learning activities along with the development of the international programs (Jay and Johnson, 2002). It is always challenging for the reflective teaching especially in analyzing and facilitating classroom discussions on social-scientific issues (Wolfensberger et al, 2010). It will be more difficult to work out the dynamic master plans for international participants of diversified educational backgrounds in parallel international programs.…”

The Role of Reflection in Elementary Mathematics and Science Teachers' Training and Development: A Meta‐Synthesis

“…Previous discourse regarding reflection has led many in the field of education including mathematics and science educators, to consider how they can promote reflection with preservice, and current teachers (e.g., Craig, ; Darling‐Hammond & Bransford, ; Del Carlo et al., ; Killeavy & Moloney, ; Larrivee, ). Additionally, researchers have sought evidence to demonstrate a connection between higher levels of reflection and teacher effectiveness, as well as effective learning environments (e.g., Killeavy & Moloney, ; Lebak & Tinsley, ; Moss, Springer, & Dehr, ; Runhaar, Sanders, & Yang, ; Schussler et al., ; Wolfensberger, Piniel, Canella, & Kyburz‐Graber, ). However, a dearth in the literature exists as a clear analysis regarding a larger understanding of the role of reflection in initial and continuing professional development of elementary mathematics and science teachers is missing (Chamoso & Cáceres, ; El‐Dib, ; Larrivee, ).…”