http://www.leeds.ac.uk/educol/documents/00003201.htm

This paper explores the need for a more systematic and transparent experimental approach to support teachers’ carrying out classroom-based enquiries and proposes the rationale of a professional development toolkit to help scaffold and enrich systematic enquiry. The systems thinking conversational science paradigm of Self-organised-Learning (S-o-L) has been applied to an action research paradigm from which the toolkit has been designed. Case study evidences drawn from teacher professional development prototypes will be illustrated from which a generic pedagogical design protocol has emerged.