Literaturnachweis - Detailanzeige
Autor/inn/en | Teters, Peggy; Gabel, Dorothy |
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Institution | National Science Teachers Association, Washington, DC. |
Titel | 1982-83 Results of the NSTA Survey of the Needs of Elementary Teachers regarding the Teaching of Science. |
Quelle | (1984), (208 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Course Content; Elementary Education; Elementary School Science; Elementary School Teachers; Instructional Improvement; National Surveys; Needs Assessment; Process Education; Program Length; Science Course Improvement Projects; Science Curriculum; Science Education; Science Instruction; Teacher Improvement; Teaching Methods; Time Management Kursprogramm; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Bedarfsermittlung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement |
Abstract | A survey was conducted to determine the needs of elementary teachers with respect to the teaching of science. Areas addressed in the survey included: biological, physical, and earth science topics taught at various grade levels; criteria used to select sequencing and content of the science curriculum; most common methods of instruction used in the teachers' science classroom; process-based national curriculum projects used in the last 2 years of science teaching; factors that would be most helpful in improving science instruction; areas that hamper science planning/instruction; time required by state guidelines per week; time required/suggested by school district per week; average time of science instruction per week; adequacy of science instruction in teachers' schools; and science program/curriculum in use. Each of these areas is discussed in terms of six demographic variables, namely: (1) grade levels; (2) years of experience in teaching; (3) size of school district; (4) region of the United States; (5) type of residential setting; and (6) college degree(s) held. Findings, among others, indicate that few teachers are using the process-oriented curricula developed during the 1960's and that instruction is fact- and concept-centered rather than process-oriented. Recommendations for in-service workshops are made based on these and other findings. (JN) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |