What factors help research in chemical education have an impact on practice?

Autor/in	Benett, Judith
Titel	What factors help research in chemical education have an impact on practice?
Quelle	Aus: Ralle, Bernd (Hrsg.); Eilks, Ingo (Hrsg.): Research in chemical education - What does this mean? Aachen: Shaker (2002) S. 129-138Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-0596-9
Schlagwörter	Unterrichtsforschung; Unterricht; Fachdidaktik; Naturwissenschaftlicher Unterricht
Abstract	There is little doubt the educational research is under attack at the moment. From both within and outside the education research community, questions are being asked about educational research. Many of these questions centre on its impact, and what, if anything, it has to offer to practice. This paper explores issues to do with the impact of research in chemical education in five main areas. Firstly, some of the current criticisms of educational research are reviewed, including the suggestion that strategies used in research studies should make more use of experimental techniques. Secondly, what educational research can do is considered. Next, possible answers to some key questions, including what is meant by `impact', are explored. Then, some major areas of research activity in science education are characterised in terms of factors which have contributed to their impact. Finally, ten key factors which help contribute to the impact of research are identified. These include the need for teachers see the research as helping to address `real' problems, involving teachers in the research process, and incorporating research findings into curriculum materials and text-books.
Erfasst von	Externer Selbsteintrag
Update	2007/1