Teaching Science. Research Series No. 168.

Autor/inn/en	Anderson, Charles W.; Smith, Edward L.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Teaching Science. Research Series No. 168.
Quelle	(1986), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Cognitive Development; Cognitive Processes; Concept Formation; Elementary School Science; Elementary Secondary Education; Faculty Development; Instructional Improvement; Instructional Materials; Science Activities; Science Education; Science Instruction; Science Teachers; Secondary School Science; Skill Development; Teacher Education; Teaching Skills + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Unterrichtsqualität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Science education has received increasing attention during the 1980s in both professional and public forums. This paper addresses three questions having to do with science teaching. The first question concerns student learning in science classes. The document proposes that science achievement is generally disappointing, especially if student understanding is evaluated rather than rote memorization. Four learning activities are presented and discussed for the purpose of indicating that many student difficulties can be attributed to the fact that science learning is a complex and difficult process of conceptual change. The second question addressed concerns science teachers' skills and preparation. A synthesis of recent studies describes some of the essential skills and knowledge that teachers need to teach successfully for conceptual change to occur in students. Unfortunately, the data indicates that most elementary and secondary school teachers lack important components of those skills and knowledge. The third question concerns how science teaching can be improved, and in the last part of the paper a variety of possibilities for improving science education through professional development and improvements in curriculum materials is discussed. An annotated bibliography is included. (Author/TW)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48224 ($4.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01