Evidence-Informed Approaches to Teaching Science at Junior High School Level: Outcomes in Terms of Student Learning.

Autor/inn/en	Leach, John; Ametller, Jaume; Hind, Andy; Lewis, Jenny; Scott, Phil
Titel	Evidence-Informed Approaches to Teaching Science at Junior High School Level: Outcomes in Terms of Student Learning.
Quelle	(2003), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Chemistry; Curriculum Design; Educational Objectives; Instructional Design; Outcomes of Education; Professional Development; Science Instruction; Science Teachers; Secondary Education + Suchen Sie Ihr Suchwort? Chemie; Lehrplangestaltung; Educational objective; Bildungsziel; Erziehungsziel; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich
Abstract	This study provides evidence about the feasibility of improving student learning against specified curriculum goals, when the design of that teaching is informed by evidence from science education research. Three teaching sequences were designed by a group of researchers and teachers, drawing upon insights from research on students' learning in particular domains. The teachers then implemented the teaching sequences in their own classrooms. Student learning was evaluated using a pre-test post-test design. Baseline data were collected from other classes of similar students in the same schools, using the same test instruments, but following the school's usual teaching approach. This paper presents the designed teaching, then following the school's usual approaches. In future work, the teaching sequences will be implemented and evaluated in classrooms where the teachers were not involved in the design of the teaching. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01