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Whereas science teachers often express initial enthusiasm about the student‐centered, reform‐oriented instructional strategies they encounter in professional development (PD), they rarely adopt them in practice. One possible obstacle is a mismatch between these strategies and teachers' beliefs about what is possible and desirable in their particular teaching contexts. In the current study, we investigated...
This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science...
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