How Do Scientists Decide Which is the Better Theory? Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.

Autor/in	Stoever, Edward C., Jr.
Institution	National Association of Geology Teachers.
Titel	How Do Scientists Decide Which is the Better Theory? Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.
Quelle	(1979), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-89873-020-1
Schlagwörter	Leitfaden; Unterricht; Lernender; Leitfaden; Unterricht; Lehrer; Decision Making; Earth Science; Geology; Instructional Materials; Science Activities; Science Course Improvement Projects; Science Curriculum; Science Education; Science Instruction; Secondary Education; Secondary School Science; Teaching Guides; Teaching Methods; Theories + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Earth sciences; Geowissenschaften; Historische Geologie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie
Abstract	Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending two 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Using prepared written material contained in this module, students formulate predictions based on the Conventional View of the Earth and Plate Tectonics Theory as one way to decide which is the better theory. Then, they are given data as a way to check out their predictions. (Author/JN)
Anmerkungen	Ward's Natural Science Establishment, Inc., P.O. Box 1712, Rochester, NY 14603 (or P.O. Box 1749, Monterey, CA 93940.)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC