Literaturnachweis - Detailanzeige
| Autor/inn/en | Baxter, Gail P.; Bass, Kristin M.; Glaser, Robert |
|---|---|
| Institution | Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation. |
| Titel | An Analysis of Notebook Writing in Elementary Science Classrooms. CSE Technical Report. |
| Quelle | (2000), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Evaluation Methods; Intermediate Grades; Learning; Notetaking; Science Instruction; Sciences; Student Journals; Teaching Methods |
| Abstract | This study examined the use of student notebooks in three fifth-grade science classrooms during a unit on electric circuits to determine the extent to which notebooks might serve as a tool for monitoring teaching and learning. Analyses of classroom contexts indicated that teachers promoted notebook writing through explicit instructions and prompts, provided frequent opportunities for students to write, and attended to student documentation of the procedural aspects of the investigations. Consistent with these classroom observations, students' science notebooks contained records of teacher-dictated purposes and procedures and student-generated observations for each investigation. Other significant aspects of student performance and observed classroom practice were not documented in the notebooks: these included records of problem-solving strategies, discussions of task-related concepts, and references to variations in problem solutions across student groups. Implications of using notebooks as a tool for monitoring science instruction and assessing student learning are discussed. (Contains 18 references.) (Author/SLD) |
| Anmerkungen | National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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