What Research Says to the Science Teacher, Volume 4.

Sonst. Personen	Yager, Robert E. (Hrsg.)
Institution	National Science Teachers Association, Washington, DC.
Titel	What Research Says to the Science Teacher, Volume 4.
Quelle	(1982), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-87355-027-7
Schlagwörter	Cognitive Development; Cognitive Processes; Creativity; Decision Making; Elementary School Science; Elementary Secondary Education; Graduate Study; Mathematics Instruction; Minority Groups; Problem Solving; Science Curriculum; Science Education; Science Instruction; Secondary School Science; Social Problems; Technology + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Kreativität; Decision-making; Entscheidungsfindung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Mathematics lessons; Mathematikunterricht; Ethnische Minderheit; Problemlösen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Social problem; Soziales Problem; Technologie
Abstract	This volume was conceived as a review of basic research in science education and as a discussion of what the research findings mean for K-12 science teachers. The eight reports presented represent different dimensions of science education. Each provides a review of a given dimension and/or a goal of science teaching and suggests ways that current knowledge might affect practice. Reports focus on: (1) a review of some major studies in instruction, with suggestions for applications to science/mathematics curricula (J. Stallings); (2) information-processing psychology and a brief description of a science project using its methodology (J. Larkin); (3) role of instruction in the development of problem-solving skills in science (R. Ronning and D. McCurdy); (4) developing creativity as a result of science instruction (J. Penick); (5) deriving classroom applications from Piaget's model of intellectual development (D. Phillips); (6) the development of an attentive public for science: implications for science teaching (A. Voelker); (7) factors affecting minority participation and success in science (J. Kahle); and (8) status of graduate science education: implications for science teachers (J. Gallagher and R. Yager). Brief summaries of each report and background information are provided in an introduction. A list of six actions by educators that would serve to implement the research findings and set new directions for science education is presented in an epilogue. (Author/JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC