An STS Approach to Organizing a Secondary Science Methods Course: Preliminary Findings.

Autor/in	Dass, Pradeep M.
Titel	An STS Approach to Organizing a Secondary Science Methods Course: Preliminary Findings.
Quelle	(1999), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Constructivism (Learning); Educational Change; Higher Education; Instructional Effectiveness; Knowledge Base for Teaching; Science and Society; Science Teachers; Scientific Literacy; Secondary Education; Secondary School Science; Teacher Attitudes; Teacher Education; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	The current agenda in science education calls for science instruction that enhances student understanding of the nature of scientific enterprise, enables students to critically analyze scientific information as well as apply it in real-life situations, and sets them on a path of lifelong learning in science. In order to prepare teachers who can facilitate this kind of science instruction, substantial reform of both preservice and inservice science teacher education must occur. This paper describes an attempt to organize a secondary preservice science methods course around a science-technology-society (STS) approach. Student feedback suggests that preservice teachers' predispositions influence their views on the effectiveness of the STS approach. (WRM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01