Investigations in Science Education. Volume 10, Number 4.

Sonst. Personen	Blosser, Patricia E. (Hrsg.); Helgeson, Stanley L. (Hrsg.)
Institution	Ohio State Univ., Columbus. Center for Science and Mathematics Education.; ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
Titel	Investigations in Science Education. Volume 10, Number 4.
Quelle	10 (1984) 4, (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Higher Education; Inservice Teacher Education; Preservice Teacher Education; Process Education; Program Evaluation; Science Education; Science Instruction; Science Teachers; Scientific Literacy; Sex Differences; Teacher Attitudes; Teacher Education Curriculum; Teaching Methods + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sex difference; Geschlechtsunterschied; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Presented are abstracts and abstractors' analyses of eight studies related to teacher education and two studies related to the nature of science. Analyses in the area of teacher education are on studies of: attitudes of elementary teachers in Trinidad and Tobago (P. Fraser-Abder and R. Shrigley); educators' categorizations of different models of teaching (H. L. Jones et al.); the effects of televised instruction on attitudes of in-service elementary teachers (D. S. Sheldon and D. Halverson); methodologies used to evaluate teacher education programs (G. D. Herman and R. Willings); methods for improving preservice elementary teachers' process skills (D. Gabel and P. Rubba); student teachers' competency in diagnosing student misconceptions (J. Nussbaum); teachers' perceptions concerning the relative importance of some curricular objectives (R. A. Schibeci); and the characteristics of male and female science teachers (in an attempt to identify factors that attract people to a particular career choice) (W. W. Welch and F. Lawrenz). Analyses related to the nature of science (critiques and responses) are on studies of junior high school students' adherence to certain misconceptions about the nature of science (P. A. Rubba et al.) and science teachers' concepts of the nature of science (M. B. Ogunniyi). Responses to the analyses by the authors of the last two studies are included. (JN)
Anmerkungen	Information Reference Center (SMEAC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 (subscription $8.00, $2.75 single copy).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC