Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

Autor/inn/en	Scharfenberg, Franz-Josef; Bogner, Franz X.
Titel	Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 10 (2014) 4, S.329-341 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Education; Outreach Programs; Science Laboratories; Genetics; Scientific Research; Hands on Science; Cognitive Processes; Difficulty Level; Group Discussion; Concept Formation; Scientific Concepts; Teaching Methods; Instructional Effectiveness; Preservice Teacher Education; Pedagogical Content Knowledge; Teacher Role; Foreign Countries; Science Experiments; Secondary School Science; Formative Evaluation; Summative Evaluation; Biology; Grade 10; Grade 12; Tutoring; Germany + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Jobcoaching; Humangenetik; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Gruppendiskussion; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Lehrerrolle; Ausland; Biologie; School year 12; 12. Schuljahr; Schuljahr 12; Förderkonzept; Nachhilfeunterricht; Deutschland
Abstract	Nowadays, outreach labs are important informal learning environments in science education. After summarizing research to goals outreach labs focus on, we describe our evidence-based gene technology lab as a model of a research-driven outreach program. Evaluation-based optimizations of hands-on teaching based on cognitive load theory (additional group discussions) and on conceptual change theory (consideration of students' alternative conceptions) achieved higher instructional efficiencies. We argue both modifications as generalizable for science teaching. As more general results, we describe identified student cognitive load types and problems of tutoring in hands-on teaching. Finally, we present our innovative approach of combining student and preservice teacher education, theory-based on pedagogical content knowledge by focusing on preservice teachers' change from student, to tutor, to teacher roles. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10