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— 2015. A Working Paper from the TERC Center for School Reform
In current debates about science education reform, teachers' knowledge of science is a central issue. The article uses a vignette from a sixth-grade class to reflect upon the nature of knowledge-in-use (by teachers or anyone else). The article recommends a reconstruction of policies to support teachers' (or anyone's ) learning which take seriously the process of knowing-in-use especially in novel situations, such as inquiry learning.