Literaturnachweis - Detailanzeige
Autor/inn/en | McDonald, Scott; Butler Songer, Nancy |
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Titel | Enacting classroom inquiry: Theorizing teachers' conceptions of science teaching. |
Quelle | In: Science education, 92 (2008) 6, S. 973-993Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0036-8326 |
Schlagwörter | Entdeckendes Lernen; Forschendes Lernen; Authentisches Lehrmaterial; Unterrichtsmaterial; Biodiversität; Naturwissenschaften; Authentizität |
Abstract | Translating written curricular materials into rich, complex, learning environments is an undertheorized area in science education. This study examines two critical cases of teachers enacting a technology-rich curriculum focused on the development of complex reasoning around biodiversity for fifth graders. Two elements emerged that significantly impact teacher enactment - their conceptions of authenticity (authentic learning/authentic science) and their view of science (descriptive/inferential). The results suggest that disentangling the common conflation of these two elements supports a broader definition of inquiry science teaching that is more sensitive to context and individual teacher enactment. |
Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
Update | 2010/4 |