Research Implications for Science and Mathematics Teachers. Volume 1. Key Centre Monograph Number 5.

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Sonst. Personen	Fraser, Barry J. (Hrsg.)
Institution	Curtin Univ. of Tech., Perth (Australia). National Key Centre for Science and Mathematics.
Titel	Research Implications for Science and Mathematics Teachers. Volume 1. Key Centre Monograph Number 5.
Quelle	(1993), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-86342-229-3
Schlagwörter	Leitfaden; Classroom Environment; Classroom Research; Demonstration Programs; Diagrams; Educational Research; Elementary Secondary Education; Enrollment; Foreign Countries; Mathematics Education; Science Education; Science Experiments; Science Laboratories; Science Teachers; Teacher Student Relationship; Technology Education; Womens Education; Writing Exercises; Australia + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Charts; Diagram; Diagramm; Tabellarische Überischt; Tabelle; Bildungsforschung; Pädagogische Forschung; Einschulung; Ausland; Mathematische Bildung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Technisch-naturwissenschaftlicher Unterricht; 'Women''s education'; Frauenbildung; Schreibübung; Australien
Abstract	This document was compiled to help keep science and mathematics teachers in Australia abreast of the results of important research endeavors in education. The monograph is divided into 12 chapters. Chapter one, "Exemplary Science and Mathematics Teachers," (Barry Fraser and Kenneth Tobin) describes a study focusing on examples of outstanding teaching, thus providing a refreshing alternative to research which maligns science and mathematics education. Chapter two, "Assessing and Improving Classroom Environment," (Barry Fraser) includes a questionnaire and description of a questionnaire that can be used by teachers to obtain quick and easy assessment of their students' perceptions of classroom environment. Also included is a description of a case study of a teacher's successful application of a straightforward method for improving the environment of her classroom. Chapter three, "Scientific Diagrams: How Well Can Students Read Them? (Richard Lowe) provides two studies designed to question the assumptions that diagrams help students to learn science. Chapter four, "Images of Scientists: Gender Issues in Science Classrooms," (Jane Butler Kahle) discusses the long held image that students have of scientists and ways of changing these images. Chapter five, "Metaphors and Images in Teaching," (Kenneth Tobin) explains how metaphors and images are associated with salient teaching roles and belief sets. Chapter six, "Gender Equality in Science Classrooms," (Svein Sjoberg) provides examples to help describe the attitudes toward science and career choices of girls. Chapter seven, "Target Students," (Kenneth Tobin) discusses a five-year on-going research project that focuses on the manner in which students interact with teachers and with one another. Chapter eight, "Assessing the Climate of Science Laboratory Classes," (Barry Fraser, Geoffrey Giddings, and Campbell McRobbie) focuses on a questionnaire designed especially for assessing the climate of science laboratory classes. Chapter nine, "Writing in Mathematics Classes," (L. Dianne Miller) describes the benefits of writing in mathematics classes. Chapter ten, "Technology Education in Science and Mathematics," (Jan Harding and Leonnie Rennie) explores the concept of technology and the nature of technology education. Chapter eleven, "Teacher-Student Relationships in Science and Mathematics Classes," (Theo Wubbels) describes research based on studies that used the Questionnaire on Teacher Interaction to gather students' and teachers' perceptions of interpersonal teacher behavior. Chapter twelve, "Secondary Science and Mathematics Enrollment Trends," (John Malone, John deLaeter, and John Dekkers); reports on the magnitude of science and mathematics enrollment changes in Australia. (ZWH)
Anmerkungen	National Key Centre for School Science and Mathematics, Curtin University of Technology, GPO Box U 1987, Perth, Western Australia, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC