Analyzing Teaching: The Quality of the Intellectual Experience and the Concept of Intellectual Independence.

Autor/in	Munby, Hugh
Titel	Analyzing Teaching: The Quality of the Intellectual Experience and the Concept of Intellectual Independence.
Quelle	(1977), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Observation Techniques; Educational Objectives; Educational Research; Intellectual Experience; Interaction Process Analysis; Measurement Techniques; Science Education; Teacher Behavior; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Prozessanalyse; Messtechnik; Naturwissenschaftliche Bildung; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper offers a concept for overcoming some problems in classroom observation research stated in the following three propositions: (1) there is a logical gap between available means for describing teacher behavior using observation schemes and the larger purposes of education; (2) classroom observation instruments have neglected descriptions of teaching which emanate from philosophical analysis of the concept of teaching; and (3) classroom observation research has tended to focus on empirical predictions which are not directly related to educational goals and objectives, rather than on logical predictions which have the achievement of educational goals as their target. It is shown that it is possible to use the concept of intellectual independence to establish an observation scheme for analyzing science teaching. Examples of the scheme in use are provided to demonstrate how science teaching can be described in terms of epistemological features. Using this approach, it is possible to make sound judgments about the intellectual quality of science teaching and to make logical predictions about the contribution such teaching can make to a learner's intellectual independence. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01