Learning from Failure: A Case Study of Where an Extracurricular Science Program Went Wrong

Autor/in	Assaraf, Orit Ben Zvi
Titel	Learning from Failure: A Case Study of Where an Extracurricular Science Program Went Wrong
Quelle	In: Journal of Science Education and Technology, 20 (2011) 5, S.592-607 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9327-y
Schlagwörter	Classroom Techniques; Constructivism (Learning); Student Teachers; Science Programs; Economically Disadvantaged; Disadvantaged Youth; Teacher Student Relationship; Classroom Environment; Teaching Methods; Extracurricular Activities; After School Programs; Science Activities; Preservice Teacher Education; Interviews; Observation; Pretests Posttests; Case Studies + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Benachteiligter Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Außerunterrichtliche Aktivität; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehramtsstudiengang; Lehrerausbildung; Interviewing; Interviewtechnik; Beobachtung; Case study; Fallstudie; Case Study
Abstract	This article re-examines the learning environment in an after-school science program for socio-economically disadvantaged children, attempting to discover why the particular group we studied failed to make significant progress between pre and post program testing, while other groups undergoing the same program elsewhere succeeded. Data composed of in class observations, students' class workbooks and perceptive/cognitive interviews was analyzed qualitatively to construct a picture of the learning environment as experienced by both the students and their student teacher, Liora. Our primary finding revealed a striking dissonance between the program's student-centered theory (based on the tenets of social-constructivism) and the classroom reality enforced by Liora, who ran the lessons primarily as a monologue that left very little room for active student participation. This disparity was further complicated by an ambiguity in Liora's position as an authority figure, wherein she wavered between her predilection for a rigid, authoritative teaching environment and a desire to be her students' friend and confidante. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10