Science Teachers' Teaching Strategies towards High Achievers -- A Case Study

Autor/inn/en	Knutsen, Bård; Svendsen, Bodil
Titel	Science Teachers' Teaching Strategies towards High Achievers -- A Case Study
Quelle	In: Education, 140 (2020) 2, S.59-79 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Science Teachers; Teacher Expectations of Students; Secondary School Students; Adolescents; Ability Grouping; High Achievement; Science Instruction; Student Needs; Beliefs; Epistemology; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Homogene Gruppierung; Niveaugruppierung; Streaming; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Belief; Glaube; Erkenntnistheorie; Ausland; Norwegen
Abstract	This study is conducted in Norway, this study investigated data from a case study with two science teachers. The Norwegian school system is built upon the principle of equality for all students. The idea is that comprehensive school is best suited to provide equal opportunities in school and society. The only criteria for group affiliation are students' birth year, and as a consequence there are irregular variations in achievement within groups of students. International studies show that Norway has an alarmingly low proportion of students who achieve at the advanced level in science. A relatively large percentage of students exhibit low levels of performance. This may indicate that Norwegian teachers are struggling to meet the learning needs of students with regards to their achievement. The purpose of this study was to investigate how the introduction of ability groups affected the teaching of two science teachers. The research question to be answered was: "How does the transition to ability groups affect science teachers' opportunities to identify and meet students` learning needs in science teaching?" (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01