Science educators must understand developmental processes

And another:

“Science educators must understand developmental processes. Indeed, a panel recently convened in the USA by the National Council for Accreditation of Teacher Education (NCATE) concluded that knowledge about child and adolescent development
should be incorporated into teacher education programmes (NCATE, 2010). High school science teachers, in particular, need to understand not only how their students learn, they need to understand where their students came from (i.e., typical cognitive development of middle grade students) and where they are going (i.e., continued cognitive development during early adulthood). …it is the intersection of teachers’ knowledge about adolescent development and teachers’ knowledge about creating effective classroom environments (e.g., using instructional practices that foster the adoption of mastery and approach goals) that will lead to enhanced scientific learning for adolescents.” (p.109)

Ref: (emphases in blue bold, mine) Eric M. Anderman , Gale M. Sinatra & DeLeon L. Gray (2012): The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners, Studies in Science Education, 48:1, 89-117
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About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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