Literaturnachweis - Detailanzeige
Autor/in | Cartier, Jennifer L. |
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Sonst. Personen | Smith, Margaret Schwan (Mitarb.); Stein, Mary Kay (Mitarb.); Ross, Danielle K. (Mitarb.) |
Titel | 5 practices for orchestrating productive task-based discussions in science. |
Quelle | Reston, Va.: National Council of Teachers of Mathematics (2013), XII, 129 S. |
Beigaben | Illustrationen; Literaturangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 9780873537452; 0873537459 |
Schlagwörter | Science; Study and teaching (Primary); Study and teaching (Secondary); Task analysis in education; Inquiry-based learning; Communication in science; Bildungstheorie; Bildungspraxis Sciences; Wissenschaft; Study; Studies; Teaching; Primary education; Primary school; Studium; Unterricht; Primarbereich; Grundschule; Secondary education; Secondary Education; Sekundarbereich; Task analysis; Education; Aufgabenanalyse; Bildung; Erziehung; Learning method; Inquiry; Lernmethode; Forschendes Lernen; Problemlösen; Communication; Science; SCIENCE; Kommunikation |
Abstract | Laying the groundwork : setting goals and selecting tasks -- Introducing the five practices model : contrasting the practices of two teachers -- Getting started : anticipating and monitoring students' work -- Making decisions about the discussion : selecting, sequencing, and connecting -- Encouraging and guiding student thinking -- Positioning five practices discussion within instructional design -- Beginning secondary science teachers use the model : lessons learned. Presents a framework of instructional practices--anticipating, monitoring, selecting, sequencing, and connecting--for facilitating effective inquiry-oriented science classrooms and engaging K-12 students in meaningful and productive discussion |
Erfasst von | Library of Congress, Washington, DC |
Update | 2015/3/07 |