Action Research for Science Teachers

Autor/inn/en	Watson, Scott B.; Barthlow, Michelle J.
Titel	Action Research for Science Teachers
Quelle	In: Science Teacher, 87 (2020) 6, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Action Research; Science Teachers; Science Instruction; Instructional Improvement; Research Skills; Instructional Effectiveness; Educational Research; Research Methodology; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Projektforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsqualität; Forschungsleistung; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode
Abstract	Ms. Jones stared at the stack of biology quizzes and wondered what went wrong. She thought about the lesson plans and wondered what she should have done differently. Ms. Jones is not alone in wondering how to improve student learning and classroom instruction. To improve student achievement, educators must determine what is working and what is not. This article focuses on basic research skills that teachers can utilize to conduct studies in classrooms and schools for the purpose of determining the effectiveness of instructional techniques and curricula. While the emphasis is on quantitative research, the basics of qualitative research are mentioned as well. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01