Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford

Autor/inn/en	Yarden, Anat; Falk, Hedda; Federico-Agraso, Marta; Jimenez-Aleixandre, Maria Pilar; Norris, Stephen P.; Phillips, Linda M.
Titel	Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford
Quelle	In: Research in Science Education, 39 (2009) 3, S.391-395 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-008-9116-7
Schlagwörter	Stellungnahme; Primary Sources; Inquiry; Science Education; Science Curriculum; Secondary School Science; Curriculum Implementation; Elementary School Science; College Science; Science Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Primärquelle; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford's commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10