Investigations in Science Education. Volume 13, Number 2, 1987.

Sonst. Personen	Blosser, Patricia E. (Hrsg.); Helgeson, Stanley L. (Hrsg.)
Institution	Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.
Titel	Investigations in Science Education. Volume 13, Number 2, 1987.
Quelle	13 (1987) 2, (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Chemistry; Cognitive Processes; Cognitive Style; College Science; Ecology; Elementary Secondary Education; Foreign Countries; Instructional Improvement; Learning Strategies; Misconceptions; Questioning Techniques; Science Curriculum; Science Education; Science Instruction; Science Teachers; Teacher Attitudes; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Biologie; Chemie; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Ökologie; Ausland; Unterrichtsqualität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	Abstracts and abstractors' critiques of ten published articles related to curriculum, misconception research, and instruction are presented. Aspects addressed in the studies include: (1) Canadian teachers' opinions on changes in elementary and junior high school science programs; (2) current status of ecology education in Illinois; (3) meta-analysis report of the effects of ISCS Program; (4) impact of selected elementary science programs on classroom practices; (5) medical students understanding of natural selection; (6) junior high school age students' explanations of chemical reactions; (7) teaching children to ask operational questions; (8) alienation of students from science; (9) lesson structure and cognitive style and science achievement of elementary school children; and (10) effects of text questions of various types of retention of biology concepts by college students. Included for each study are purpose, research design and procedure, and findings and interpretations. A critique follows each review. (ML)
Anmerkungen	SMEAC Information Reference Center, The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, OH 43212 (U.S. subscription $8.00; $2.75 single copy).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC