Literaturnachweis - Detailanzeige
Autor/inn/en | Osborne, Roger; und weitere |
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Institution | Waikato Univ., Hamilton (New Zealand). |
Titel | Focus on the Teacher. Learning in Science Project. Working Paper No. 5. |
Quelle | (1979), (25 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Academic Achievement; Curriculum Development; Elementary School Science; Elementary Secondary Education; Interviews; Knowledge Level; Learning; Preservice Teacher Education; Professional Development; Science Education; Science Instruction; Science Teachers; Secondary School Science; Student Teacher Relationship; Teacher Background; Teacher Characteristics; Teacher Role; Teaching (Occupation); New Zealand Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Wissensbasis; Lernen; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Teaching; Lehrberuf; 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 students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to the classroom teacher. The intent in presenting these comments/observations is not primarily to provide a balanced view of good and bad aspects for Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations focus on: teacher role in science instruction; knowledge, attributes, and sensitivities teachers need to teach science; pre-service teacher education; and support available for teachers so they can overcome problems and increase their effectiveness. Each of these areas is addressed in separate sections, followed by a discussion of two central issues, both of which could be alleviated without great manpower or financial input. The first concerns effective use of human resources/expertise; the second concerns whether or not enough attention is given to finding possible ways of encouraging professional development through sharing of teaching experiences. (JN) |
Anmerkungen | University of Waikato, Science Education Research Unit, Hamilton, New Zealand. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |