Current Research: 2013 Summer Reading Suggestions

Titel	Current Research: 2013 Summer Reading Suggestions
Quelle	In: Journal of College Science Teaching, 42 (2013) 6, S.66-70 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Bibliografie; Science Instruction; Summer Programs; Reading Materials; Science Teachers; Journal Articles; Faculty Development; Multicultural Education; Science Curriculum; Energy Conservation; Experiential Learning; Persuasive Discourse; Scientific Concepts; Science Tests; Educational Technology; Secondary School Science; Middle Schools; High Schools; Genetics; Teaching Methods; Standardized Tests; Elementary School Science; Inquiry; Learner Engagement; Drama; Educational Environment; Teacher Leadership; Preservice Teacher Education; Annotated Bibliographies + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sommerkurs; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Journal article; Zeitschriftenaufsatz; Multikulturelle Erziehung; Energieerhaltung; Energiespeicherung; Experiental learning; Erfahrungsorientiertes Lernen; Persuasion; Persuasive Kommunikation; Unterrichtsmedien; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Humangenetik; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Schauspiel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerfunktionsstelle; Lehramtsstudiengang; Lehrerausbildung; Bibliography; Bibliographies; Bibliografie
Abstract	To supplement the summer reading of National Science Teachers Association (NSTA) members, the NSTA Committee on Research in Science Education suggested a list of science education research articles that were published in the journals of NSTA's affiliates in 2012. These articles covered a variety of topics that include learning about multicultural science education, learning progressions, students' use of argumentation, learner centered classrooms and school climate on student learning. The NSTA Committee provided abstracts of these articles to help identify which ones may be important to the membership's professional development and teaching context. The Committee hoped the member's would find the selection interesting and relevant and that they would be shared with colleagues and start dialogues about how research can inform their teaching and students' learning. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10