Literaturnachweis - Detailanzeige
Autor/inn/en | Preece, Peter F.W.; Brotherton, Peter N. |
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Titel | Teaching science process skills: long-term effects on science achievement. |
Quelle | In: International journal of science education, 19 (1997) 8, S. 895-901Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
Schlagwörter | Lernerfolg; Prozessorientierung; Physikunterricht |
Abstract | On this follow-up study of Brotherton and Preece (1996), the long-term effects of teaching science with a special emphasis on process skills with Year 7, 8, and 9 classes were investigated. In a value-added analysis, a positive effect of the intervention on Year 8 males was found on examining subsequent GCSE science results. (The GCSE - General Certificate of Secondary Education - is a public examination taken by pupils in England and Wales at the end of Year 11.) This finding was interpreted in terms of the particular ' readiness' of this group to enculturation into practices involved in teaching and assessment at the GCSE level. (Autorenreferat). |
Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
Update | 1999_(CD) |