Focus on the Syllabus. Learning in Science Project. Working Paper No. 8.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Focus on the Syllabus. Learning in Science Project. Working Paper No. 8.
Quelle	(1979), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Course Content; Course Descriptions; Curriculum Development; Educational Objectives; Elementary School Science; Elementary Secondary Education; Interviews; Learning; Science Education; Science Instruction; Secondary School Science; Teacher Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Kursprogramm; Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Interviewing; Interviewtechnik; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Neuseeland
Abstract	The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to the draft F1-4 science syllabus (the 1978 draft official science syllabus). The intent in presenting these comments/observations is not primarily to provide a balanced view of the good and bad aspects of Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Teachers' views about the syllabus are presented in the first section, addressing such issues as using or not using the syllabus, familiarity with the syllabus, and changes that should be made (including a greater emphasis on acquisition of process skills and desirable attitudes). The second section considers such issues as why science is being taught in schools and justifying the inclusion of science in the curriculum. Among the general conclusions and questions raised in the final section is the belief that the draft syllabus (presented in an appendix) contains educational and scientific weaknesses. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC