ABSTRACT
Since the 1990s, science education has increasingly assumed an orientation toward teaching scientific practice in the context of investigations of phenomena. Interns also teach science in their field placement classroom twice during the course, culminating in teaching a full investigation-based science lesson. The version of the course in the master’s-and-certification program included more focus on the high-leverage science teaching practice of leading a discussion. This chapter aims to identify teaching practices that were likely to be powerful in advancing students’ learning, effective in acknowledging differences among students and confronting inequities, and useful across many different contexts and content areas. Decomposition of practice involves “breaking down practice into its constituent parts for the purposes of teaching and learning”. Interns also teach science in their field placement classroom twice during the course, culminating in teaching a full investigation-based science lesson.
