See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/266453623 Supporting Teachers in Complex Situations: Learning to Teach Evolution, Nature of Science, and Scientific In.... Article · January 2010 CITATION READS 1 93 5 authors, including: Barbara Crawford Daniel Capps The University of Georgia (Tbilisi) University of Georgia 52 PUBLICATIONS 2,512 CITATIONS 23 PUBLICATIONS 261 CITATIONS SEE PROFILE SEE PROFILE Robert M. Ross Paleontological Research Institution 64 PUBLICATIONS 265 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: geological time education View project citizen science View project All content following this page was uploaded by Barbara Crawford on 25 February 2015. The user has requested enhancement of the downloaded file. Supporting Teachers in Complex Situations: Learning to Teach Evolution, Nature of Science, and Scientific Inquiry Barbara A. Crawford, Daniel Capps, Xenia Meyer, Maya Patel Department of Education Cornell University Robert M. Ross, The Paleontological Research Institution Ithaca, New York Corresponding author:
[email protected] Final paper can be downloaded at www.fossilfinders.org Abstract This paper describes the nature and influence of the first year of an innovative professional development project that engaged upper elementary and middle level science teachers in an authentic setting that crossed informal and formal boundaries. We view learning as situated and value the importance of authentic activities in classrooms. The main purpose of the project is to help teachers facilitate instruction for 5th through 9th grade children in complex situations that involve learning about evolutionary concepts, nature of science (NOS) and inquiry.