The Primary Science Project in Norway: Action Research and Curriculum Development.

Autor/in	Jorde, Doris
Titel	The Primary Science Project in Norway: Action Research and Curriculum Development.
Quelle	(1990), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Educational Improvement; Elementary Education; Elementary School Science; Females; Foreign Countries; Qualitative Research; Science Activities; Science Curriculum; Science Education; Science Instruction; Sex Differences; Student Behavior; Teaching Methods; Norway + Suchen Sie Ihr Suchwort? Projektforschung; Teaching improvement; Unterrichtsentwicklung; Elementarunterricht; Weibliches Geschlecht; Ausland; Qualitative Forschung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sex difference; Geschlechtsunterschied; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	This paper describes the Primary Science Project in Norway whose goals were to describe the primary (grades 1-6) science classroom and to make recommendations on improvements for primary science teaching. The purpose of this study was to study the classroom climate, specifically focusing on the social interactions between teachers and students. The lessons were coded by observers and videotaped to give multiple sources of data. Conclusions from the classroom observations were that boys at each class level receive more attention than girls; a small number of students answer the questions in a class discussion; when given the choice, students prefer to work in single-sex groups; girls appear to be more bothered by a noisy, unstructured class than are boys; boys begin activities more quickly than girls; boys are more likely to make up additional experiments when they have finished assignments; and girls are more likely than boys to finish written reports. Samples of curriculum written for this research are provided. Teaching strategies to improve this situation are suggested. (CW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC