Plants as Producers: A Case Study of Elementary Science Teaching. Research Series No. 127.

Autor/inn/en	Smith, Edward L.; Anderson, Charles W.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Plants as Producers: A Case Study of Elementary Science Teaching. Research Series No. 127.
Quelle	(1983), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Biological Sciences; Case Studies; Concept Formation; Concept Teaching; Elementary School Science; Grade 5; Intermediate Grades; Material Development; Photosynthesis; Plant Growth; Science Course Improvement Projects; Science Education; Science Instruction; Teacher Education; Teaching Guides + Suchen Sie Ihr Suchwort? Schulleistung; Abwasserbiologie; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Lehrmaterialentwicklung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerausbildung; Lehrerbildung; Lehrerhandbuch
Abstract	This study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. The study focused on one of nine teachers observed teaching "Communities," an activity-based unit from the SCIIS science program (a revision of the original Science Curriculum Improvement Study). "Communities" is designed to introduce students to groups of organisms interacting in biological communities: producers, consumers, and decomposers. Observations of instruction and measurement of learning were completed during teaching of units on producers (plant growth and photosynthesis). Although the teacher became aware that students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors contributing to this disappointing result. Teachers and curriculum developers held different views about learning and the nature of science. In addition, several problems surfaced about the content and organization of the teacher's guide. Implications for and suggestions related to elementary science instruction, development of teaching guides, and teacher education are considered and a list of important teacher education outcomes that should be addressed, such as knowledge of common misconceptions and specific strategies for changing them, is included. (JN)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC