The purpose of this qualitative case study was to explore the use of Gunter's fables with storytelling teaching approach in a second-grade classroom. An experienced teacher and a student teacher taught collaboratively based on the ＂science fables teaching-learning sequence model＂ for the purpose of professional development in their school. Classroom observations， interviews， lesson outlines and teaching reflections were collected over the course of 20 weeks. Results showed the scientific content of the science fables was selected based on the teachers' intuitive judgment. Although both of the teachers posed questions to direct student thinking， the questions posed by the experienced teacher prompted students' imaginative and creative thinking， whereas the questions posed by the student teacher were used to evaluate and critique student thinking. The members of professional development perceived the experienced teacher as motivated， helpful， and intellectually curious， and perceived the student teacher as innovative and modest. Additionally， they believed that the two teachers had significant and positive impact on cultivating a school culture that supports science teaching. |
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