Literaturnachweis - Detailanzeige
Autor/inn/en | Gersten, Russell; Baker, Scott |
---|---|
Titel | Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction. |
Quelle | In: Exceptional Children, 65 (1998) 1, S.23-35Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
Schlagwörter | Cognitive Development; Disabilities; Elementary Secondary Education; Experiential Learning; Problem Solving; Professional Development; Science Instruction; Scientific Concepts; Teaching Methods; Teaching Models; Theory Practice Relationship; Transfer of Training Kognitive Entwicklung; Handicap; Behinderung; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Theorie-Praxis-Beziehung; Training; Transfer; Ausbildung |
Abstract | Presents a conceptual framework for teaching science to students with disabilities. The framework suggests integration of explicit instruction in critical concepts, with cognitively-based approaches that emphasize problem-solving skills on real-world tasks. Implications for policy, professional development, and creation of learning environments that promote retention and transfer are discussed. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |