A Possible Model for Developing Performance Based Inservice Modules that Provide Elementary Teachers with Content Background in Science: An Application of the Model.

Autor/inn/en	Cleland, Winston E.; Uffelman, Robert L.
Titel	A Possible Model for Developing Performance Based Inservice Modules that Provide Elementary Teachers with Content Background in Science: An Application of the Model.
Quelle	(1974), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Curriculum Design; Educational Research; Elementary School Science; Elementary School Teachers; Inservice Education; Mechanics (Physics); Models; Science Course Improvement Projects; Science Education; Teacher Education + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsbegleitende Ausbildung; Mechanik; Analogiemodell; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung
Abstract	Presented in this report is a discussion of a model for developing modularized and behaviorized inservice materials that meet the needs of individual teachers for improving their background in science and for relating this knowledge directly to their classroom experiences. The model consists of four stages: (1) needs analysis of curriculum for content areas, (2) definition of performance skills needed to master and teach content, (3) design of activities to facilitate mastery of the performance skills, and (4) development of criterion-referenced measures to evaluate, diagnose, and prescribe. The model was applied to the development of an inservice program designed to help elementary school science teachers master the Newtonian Mechanics involved in SAPA materials in levels A through E. The Newtonian Mechanics module was field-tested during the summer of 1972, and data were used for further development and refinement of the module. A pretest-posttest control group design was used in the fall of 1973 with a random sample of 14 college juniors enrolled in an elementary science methods course. A control group (N=14) did not use the module. Data analysis showed that module activities caused learning to take place. (Author/PEB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01