Teaching communication skills in science: Tracing teacher change

This paper describes a general model for skills instruction and its implementation through the program “Scientific Communication” for acquiring learning skills. The model is characterized by modularity, explicit instruction, spiral integration into contents, practice in various contexts, and implementation in performance tasks. It requires flexible planning and implementation by the teachers. The study investigated how science teachers implemented this model for a two-year period. Results show that they coped with this task by customizing the program; they underwent a positive change in perceptions about skills instruction, instructional models, using instructional materials, influence and involvement in school and beyond.