Observing Science Classrooms: Observing Science Perspectives from Research and Practice. 1984 AETS Yearbook.

Sonst. Personen	Anderson, Charles W. (Hrsg.)
Institution	Association for the Education of Teachers in Science.; ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
Titel	Observing Science Classrooms: Observing Science Perspectives from Research and Practice. 1984 AETS Yearbook.
Quelle	(1984), (227 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Classroom Techniques; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Philosophy; Policy Formation; Program Implementation; Science Education; Science Instruction; Secondary School Science; Sex Fairness; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Philosophie; Politische Betätigung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sexualaufklärung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Presented in nine separate chapters are nine studies involving the direct observation of science classrooms. Eight of the nine chapters are based on qualitative data collection techniques which typically aim for depth of insight and understanding. Studies included are: "Critical Barriers to the Understanding of Elementary Science: Learning about Light and Color" (Maja Apelman); "Alternate Theories in the Classroom" (Keith Hanson); "Teaching for the Development of Understanding of Ideas: Forces on Moving Objects" (James Minstrell); "Using Classroom Observations to Improve Science Teaching and Curriculum Materials" (Kathleen Roth); "Can Science Teachers Promote Gender Equity in Their Classrooms? How Two Teachers Do It" (Susan Melnick, Christopher Wheeler, and Barbara Gunnings);"Philosophy as a Guide to Reflection on Classroom Events" (Thomas Russell); "A Study of Policy and Program Formulation and Implementation in a Secondary School Science Department "(James Gallagher); "Science Classroom Management and Organization" (Julie Sanford); and "Relationships between Classroom Processes and Science Learning" (Kenneth Tobin and William Capie). Each chapter (which is preceded by a short introduction highlighting the major issues examined) presents a particular theory or perspective and demonstrates how that perspective can enrich the understanding of science classrooms. (JN)
Anmerkungen	SMEAC Information Reference Center (SMEAC/IRC), The Ohio State University, 1200 Chambers Rd., 3rd Flr., Columbus, OH 43212 ($7.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC