Primary Teachers' Understanding of Concepts in Science and Technology. Interchange 34.

Autor/inn/en	Harlen, Wynne; Holroyd, Colin
Institution	Scottish Office Education and Industry Dept., Edinburgh. Research and Intelligence Unit.
Titel	Primary Teachers' Understanding of Concepts in Science and Technology. Interchange 34.
Quelle	(1995), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Environmental Education; Foreign Countries; Inservice Teacher Education; Knowledge Base for Teaching; Preservice Teacher Education; Science Curriculum; Science Instruction; Science Teachers; Scientific Concepts; Technology; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Elementarunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Lehrerfortbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technologie
Abstract	The aims of this project were to explore the challenges faced by Scottish primary teachers in implementing the science and technology aspects of the Environmental Studies guidelines, to illuminate the extent to which any problems might be related to their own understanding of those ideas they were expected to teach, and to assess the extent to which initial and inservice training were adequately providing for the development of primary techers' understanding of science and technology. The study included a questionnaire survey of 514 primary teachers, interviews with a sub-sample of these teachers, discussion of records kept by teachers, and interviews with teacher educators. Important findings include: many teachers found that discussing the science in everyday events helped their own understanding, many teachers feel that they have not been adequately trained to teach science, confidence was higher in relation to teaching processes than concepts, practical examples of technology were more easily recognized than the technological concepts involved, teachers asked for a range of different forms of help, and initial education courses do not cover much of the science content teachers need to teach. Implications for management, teachers, policymakers and teacher educators are also discussed. (JRH)
Anmerkungen	Scottish Council for Research in Education, 15 St. John Street, Edinburgh EH8-8JR, Scotland, United Kingdom.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC