Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Teresa; Sterling, Donna R. |
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Titel | Cooperative Learning in an Inclusive Science Classroom |
Quelle | In: Science Scope, 35 (2011) 3, S.24-28 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0887-2376 |
Schlagwörter | Knowledge Level; Learning Strategies; Cooperative Learning; Teaching Methods; Learning Problems; Educational Strategies; Special Education; Inclusion; Comparative Analysis; Educational Environment; Observation; Educational Technology Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Lehrstrategie; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Beobachtung; Unterrichtsmedien |
Abstract | Encouraging students with learning challenges to actively participate in the learning process can be difficult, especially when they are tentative about their knowledge level as compared to their peers. This article outlines three steps teachers can take to incorporate cooperative learning strategies that ensure active participation by all students, including special education students. By implementing these steps and strategies in the classroom, an environment of safety, acceptance, and respect is created, and all students will feel secure in sharing knowledge. (Contains 1 figure.) (ERIC). |
Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |