Changing Learning Environments in High School Science: An Evaluation of the Results of an NSF Workshop.

Autor/inn/en	Eash, Maurice J.; und weitere
Titel	Changing Learning Environments in High School Science: An Evaluation of the Results of an NSF Workshop.
Quelle	(1990), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Chemistry; Classroom Techniques; Curriculum Development; Educational Environment; Educational Improvement; High Schools; Inservice Teacher Education; Learning Modules; Program Evaluation; Science Teachers; Secondary School Science; Seminars; Summer Programs; Teacher Workshops; Teaching Methods + Suchen Sie Ihr Suchwort? Biologie; Chemie; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; High school; Oberschule; Lehrerfortbildung; Learning module; Lernmodul; Programme evaluation; Programmevaluation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Seminar; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The effects of a 3-week summer workshop sponsored by the National Science Foundation (NSF) and seven seminars held in the following academic year on the learning environments of 40 participating teachers' high school biology and chemistry classes were assessed. In this 1988-89 program, the 40 teachers visited 10 industries and agencies to observe applications of basic science. From these observations, they developed, in the university laboratories, teaching modules for their classroom curricula. Development activities were augmented by lectures, demonstrations, and presentations by visiting scientists. Videotapes were prepared to demonstrate basic science applications and processes as part of the teaching modules. This evaluation focused on the ability of the inservice program to stimulate effective teaching approaches to theories and concepts in biology and chemistry for secondary school science teachers, to build curriculum units from industrial and societal applications of conceptual and syntactical science using teaching strategies geared toward a range of student abilities, and to provide lesser-prepared teachers an opportunity to build enriched curriculum units and develop effective teaching strategies. Evaluation data were gathered via a learning environment measure called "Our Class and Its Work." Results indicate that the program did improve the science education of participants, stimulating positive student attitudes and greater student achievement. Five data tables are included. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC