Teaching for Higher Cognitive Level Learning in High School Science.

Autor/in	Fraser, Barry J.
Titel	Teaching for Higher Cognitive Level Learning in High School Science.
Quelle	(1987), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Case Studies; Classroom Environment; Foreign Countries; Grade 10; High Schools; Knowledge Level; Learning Strategies; Misconceptions; Science Education; Science Instruction; Science Teachers; Secondary School Science; Social Influences; Social Psychology; Student Attitudes + Suchen Sie Ihr Suchwort? Biologie; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Ausland; High school; Oberschule; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sozialer Einfluss; Sozialpsychologie; Schülerverhalten
Abstract	Designed to focus on teaching for higher-level cognitive learning, this study measured student perceptions of psychosocial aspects of their classroom learning and involved a team of six researchers. The study consisted of an intensive 10-week investigation of two above-average science teachers in a suburban high school in Perth, Western Australia. Responses to classroom environment scales assessing personalization, participation, order and organization, and task orientation were used to: (1) contrast the classroom environments of two different teachers; (2) examine changes in environment that occurred with a change in the topic being taught; (3) investigate differences between student, teacher and researcher perceptions; and (4) examine differences between student actual and preferred perceptions. Two grade 10 science classes, one with a male teacher and the other with a female teacher were observed during the teaching of two separate topics, vertebrates and nuclear energy. The study examined the influence of the teachers' knowledge limitations on the implemented curriculum, the overemphasis on content knowledge, and the nurturing of student misconceptions. Ethnographic techniques were employed in the study. (ML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC