Teaching chemistry inclusively

Autor/in	Groß, Katharina
Titel	Teaching chemistry inclusively - are we prepared?
Quelle	Aus: Levrini, Olivia (Hrsg.); Tasquier, Giulia (Hrsg.): Electronic proceedings of the ESERA 2019 conference. The beauty and pleasure of understanding. Engaging with contemporary challenges through science education. Part 13. Bologna: Alma Mater Studiorum - University of Bologna (2019) S. 1494-1503 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-88-945874-0-1
Schlagwörter	Individuelle Förderung; Lehrer; Lehrerausbildung; Lehrerbildung; Schüler; Individuelles Lernen; Kooperatives Lernen; Differenzierung; Unterrichtsgestaltung; Heterogene Lerngruppe; Unterricht; Fachdidaktik; Inklusion; Chemie; Chemieunterricht; Professionalisierung; Referendariat; Heterogenität; Konferenzbericht; Bologna; Italien
Abstract	Related to the ratification of the Convention on the Rights of People with Disabilities, school teachers are faced with new challenges in chemistry lessons. Due to the increasing students' diversity, appropriate learning environments which are able to support learners according to their individual learning, development and cognitive abilities are needed. Important criteria for an appropriate perception and handling of heterogeneous learning groups in the sense of adapted class design are teachers' competences and attitudes towards inclusive chemistry education. Based on these requirements, the project aims at supporting pre-service chemistry teachers in acquiring central inclusive competences as well as reasonable attitudes towards inclusion during university education. (Verlag.).
Erfasst von	Externer Selbsteintrag
Update	2022/3