Who will teach an integrated program for science and technology in Israeli Junior High Schools? A case study

Moshe Barak, Shiri Pearlman-Avnion

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in-service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science-technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both.

Original languageEnglish
Pages (from-to)239-253
Number of pages15
JournalJournal of Research in Science Teaching
Volume36
Issue number2
DOIs
StatePublished - 1 Jan 1999
Externally publishedYes

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