Learning in Science. The Implications of Children's Science.

Autor/inn/en	Osborne, Roger; Freyberg, Peter
Titel	Learning in Science. The Implications of Children's Science.
Quelle	(1985), (203 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86863-275-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cognitive Processes; Elementary School Science; Elementary Secondary Education; Inservice Teacher Education; Instructional Improvement; Learning Processes; Learning Strategies; Misconceptions; Models; Preservice Teacher Education; Science Curriculum; Science Education; Science Instruction; Science Teachers; Secondary School Science + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Lehrerfortbildung; Unterrichtsqualität; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Lehrer
Abstract	Designed primarily for practicing teachers and for use in pre- and in-service courses in science education, this book focuses on how 10- to 15-year-old children learn science. Findings are analyzed and suggestions are offered for improving the teaching/learning process. Issues are discussed and organized into five major sections. These include: (1) problems (examining children's views of the world and how their ideas influence learning in science); (2) specific solutions (focusing on language problems and children's construction of knowledge and also analyzing activity based lessons); (3) wider considerations (reviewing assumptions about teaching and learning and the various roles of the science teacher); (4) towards a teaching model (analyzing various science teaching models and providing a case study of one model); and (5) implications for curriculum and teacher education (outlining research implications and offering suggestions for implementation). Appendices contain forms and information including determining what children think, constructing a survey of alternative views, checklists for the science teacher, surveys and interview schedules, and some samples. (ML)
Anmerkungen	Heinemann Educational Books, Inc., 70 Court Street, Portsmouth, NH 03801.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01