Literaturnachweis - Detailanzeige
Autor/in | Geelan, David |
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Titel | Physical Science Teacher Skills in a Conceptual Explanation |
Quelle | In: Education Sciences, 10 (2020), Artikel 23 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Geelan, David) |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2227-7102 |
Schlagwörter | Science Teachers; Teaching Skills; Science Instruction; Physics; Chemistry; Scientific Concepts; Concept Formation; High School Teachers; Teaching Methods; Cross Cultural Studies; Foreign Countries; Constructivism (Learning); Educational Quality; Classroom Communication; Value Added Models; Australia; Canada Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Chemie; Concept learning; Begriffsbildung; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Ausland; Quality of education; Bildungsqualität; Klassengespräch; Australien; Kanada |
Abstract | There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student's understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |