Focus on Classrooms. Learning in Science Project. Working Paper No. 10.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Focus on Classrooms. Learning in Science Project. Working Paper No. 10.
Quelle	(1979), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Class Organization; Classroom Environment; Classroom Techniques; Curriculum Development; Elementary School Science; Elementary Secondary Education; Individualized Instruction; Interviews; Learning; Science Education; Science Instruction; Science Laboratories; Secondary School Science; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Individualisierender Unterricht; Interviewing; Interviewtechnik; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; 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 classroom environment. The intent in presenting these comments/observations is not primarily to provide a balanced view of the good and bad aspects of Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations are presented and discussed as they relate to three major issues: (1) where science is taught, focusing on classrooms and laboratories; (2) to whom science is taught, focusing on how students are grouped in classes; and (3) how the learning environment is organized, focusing on problems of classroom management and individualized instruction. One conclusion stated in the document is that a good learning environment is not dependent solely on the teachers, learners, classroom, or instructional strategy, but is a result of the milieu created by all of these factors. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC