The Classroom Practice Diagnostic Framework: A Framework to Diagnose Teaching Difficulties of a Science Topic

Autor/in	Mudau, Awelani V.
Titel	The Classroom Practice Diagnostic Framework: A Framework to Diagnose Teaching Difficulties of a Science Topic
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 11, S.2797-2815 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Classroom Techniques; Models; Teaching Methods; Problem Solving; Inservice Teacher Education; Constructivism (Learning); Educational Strategies; Misconceptions; Science Teachers; Science Instruction; Science Education; Grade 12; Secondary School Science; Pedagogical Content Knowledge; Interviews; Observation + Suchen Sie Ihr Suchwort? Klassenführung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lehrerfortbildung; Lehrstrategie; Missverständnis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; School year 12; 12. Schuljahr; Schuljahr 12; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Beobachtung
Abstract	The purpose of this paper is to present a conceptual framework for diagnosing teaching difficulties of a science topic in the science classroom. The development of the framework is presented as well as descriptions of the features of the framework. How the framework can be used is also elaborated? Furthermore, there is a detailed indication of an example in which the framework was used. It is also recommended that further studies can be done on the intersection between teacher knowledge and the kinds of discourse it promotes. That is the focus can be on the connection between teacher content knowledge and the classroom discourse. Hence, the researcher can use the framework to analyse the intersection of those from the perspective of teacher action. (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	2020/1/01