What Research Says to the Science Teacher, Volume 3. Science Education Information Report.

Sonst. Personen	Harms, Norris C. (Hrsg.); Yager, Robert E. (Hrsg.)
Institution	ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.; National Science Teachers Association, Washington, DC.
Titel	What Research Says to the Science Teacher, Volume 3. Science Education Information Report.
Quelle	(1980), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Biological Sciences; Curriculum Development; Educational Research; Elementary School Science; Elementary Secondary Education; Evaluation Methods; Inquiry; Inservice Teacher Education; Physical Sciences; Preservice Teacher Education; Science Curriculum; Science Instruction; Science Teachers; Scientific Enterprise; Scientific Literacy; Secondary School Science; Technology + Suchen Sie Ihr Suchwort? Abwasserbiologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsforschung; Pädagogische Forschung; Lehrerfortbildung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technologie
Abstract	Presented in this document are the results of the five focus groups involved in Project Synthesis, a research study designed to synthesize and interpret the information found in the three National Science Foundation-funded status studies (the literature review, the national survey, and the case studies "The Status of Pre-College Science, Mathematics, and Social Studies Educational Practices in U.S. Schools: An Overview and Summaries of Three Studies," ED 166 034); reports from the science assessment efforts of the National Assessment of Educational Progress; and an analysis of current science textbooks as well as some other analyses of the current situation in K-12 science. Using a discrepancy model, the focus groups (biological sciences, physical sciences, inquiry, elementary school science, science-technology and society) each set forth a desired state, described the actual state of affairs in science education, identified discrepancies between the desired state and the actual state, and made recommendations for future action. Analyses relate to four student goal clusters. (PB)
Anmerkungen	National Science Teachers Association, 1742 Connecticut Ave., N.W., Washington, DC 20009 (Stock No. 471-14776, write for correct price).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC