Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnston, Kate; Scott, Philip |
|---|---|
| Titel | Diagnostic Teaching in the Classroom: Teaching/Learning Strategies to Promote Development in Understanding about Conservation of Mass on Dissolving. |
| Quelle | In: Research in Science and Technological Education, 9 (1991) 2, S.193-212Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0263-5143 |
| Schlagwörter | Chemistry; Cognitive Development; Diagnostic Teaching; Discussion (Teaching Technique); Learning Strategies; Matter; Misconceptions; Science Education; Secondary Education; Teacher Effectiveness; Teaching Methods Chemie; Kognitive Entwicklung; Diagnostic assessment; Diagnostisches Verfahren; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Naturwissenschaftliche Bildung; Sekundarbereich; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | An intervention study with 12- to 13-year-old students which attempts to move students' thinking about matter and the dissolving process toward the school science view by use of activities and group discussion tasks which directly address some of the thinking underlying students' prior ideas is described. Students responses to the strategies employed are discussed. (KR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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