Science Activities: Wider Issues--Some Considerations. Learning in Science Project. Working Paper 49.

Sonst. Personen	Tasker, Ross (Hrsg.); Lambert, John (Hrsg.)
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Science Activities: Wider Issues--Some Considerations. Learning in Science Project. Working Paper 49.
Quelle	(1981), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comprehension; Concept Formation; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Individualized Instruction; Learning; Pacing; Science Education; Science Instruction; Science Programs; Secondary School Science; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Individualisierender Unterricht; Lernen; Lerntempo; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	Learning in Science Project findings have highlighted the quality of interaction between students and teachers as the key to effective learning. Major aspects of this interaction include focusing attention, linking to children's science, encouraging discussion, guiding investigations, challenging ideas/findings, and helping the restructuring process. Although different instructional approaches have been noted (from teacher-paced/teacher-directed to student-paced/student-directed), a compromise in approach is suggested to provide the best learning opportunities for all students. Such flexibility raises questions on when, with whom, how, and what students will learn as well as issues related to the aims of science teaching and priority given to the aims. In addition, consideration should be given to the fact that students in general appreciate a variety of learning experiences and that teaching should provide the opportunity for teachers to experiment. To help teachers in developing a student-paced program, a planning guide is provided in an appendix. Included in the seven-section guide are discussions of major factors to consider, possible approaches to student-paced instruction, practical considerations, producing a program, planning a topic, implementing the program, and several issues based on the authors' experiences. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC