Sciences--Secondaire Deuxieme Cycle: Guide d'enseignement (Teaching Guide for the Second Cycle of Secondary School Science).

Institution	Alberta Dept. of Education, Edmonton. Language Services Branch.
Titel	Sciences--Secondaire Deuxieme Cycle: Guide d'enseignement (Teaching Guide for the Second Cycle of Secondary School Science).
Quelle	(1994), (446 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7732-1338-4
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Communication; Concept Formation; Controversial Issues (Course Content); Foreign Countries; Integrated Curriculum; Mathematics; Questioning Techniques; Research Methodology; Science Activities; Science and Society; Science Curriculum; Science Instruction; Secondary Education; Secondary School Science; Teacher Role; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Concept learning; Begriffsbildung; Controversial issues; Kontroverse; Ausland; Mathematik; Befragungstechnik; Fragetechnik; Research method; Forschungsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	This teachers guide is the French translation of the second cycle for the secondary science curriculum. The document is presented in six sections. The first section provides a historic overview of the secondary school science program that emphasizes the Science, Technology, and Society approach. The second section discusses what the science class for the twenty-first century will look like. The third section presents 17 teaching strategies for various aspects of the science classroom. Each strategy is contributed by a separate author. Topics covered in the strategies include teaching students to think; teaching for conceptual change; the teacher as facilitator; questioning techniques; cooperative learning; communication skills; classroom research; use of science journals in the classroom; the Science, Society, and Technology context; teaching using controversial issues; the thematic approach; integrating the environment and agriculture into the curriculum; technology and the media; awareness of traditional science and the local environment; non-sexist curriculum; and solid waste disposal in Canada. The fourth section discusses the planning and preparation for a student centered curriculum. The fifth section presents authentic assessment techniques for the curriculum. The sixth section contains supplementary resources for four learning modules involving energy; a list of seven additional resources; and four appendices listing resources in English, publishing houses, science journals, and scientific organizations. (MDH)
Anmerkungen	Alberta Education, Language Services Branch, 11160 Jasper Avenue, Edmonton, Alberta T5K OL2, Canada.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC