Literaturnachweis - Detailanzeige
| Autor/inn/en | Ritchie, Stephen M.; Tobin, Kenneth |
|---|---|
| Titel | Actions and Discourses for Transformative Understanding in a Middle School Science Class. |
| Quelle | In: International Journal of Science Education, 23 (2001) 3, S.283-99Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Attitudes; Chemistry; Classroom Research; Learning; Middle Schools; Science Education; Science Instruction; Science Teachers; Scientific Concepts; Teaching Methods Attitude; Einstellung; Verhalten; Chemie; Lernen; Middle school; Mittelschule; Mittelstufenschule; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | Observes an eighth grade science class in two overlapping perspectives: an action orientation and a discourse orientation. Reports that the teacher's actions encouraged univocal discourse between students and their reproductive understanding of scientific concepts. Concludes that before a class can become more like a scientific discourse community, teachers need to promote dialogic discourse and transformative understanding. (Contains 40 references.) (Author/YDS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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