Connecting the Hands-On to the Minds-On: A Video Case Analysis of South African Physical Sciences Lessons for Student Thinking

Autor/in	Ramnarain, Umesh
Titel	Connecting the Hands-On to the Minds-On: A Video Case Analysis of South African Physical Sciences Lessons for Student Thinking
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 5, S.1151-1163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Video Equipment; Case Studies; Science Education; Chemistry; Science Instruction; Inquiry; Foreign Countries; Disadvantaged Schools; Lesson Plans; Coding; Guidelines; Trend Analysis; Grade 10; Science Teachers; Secondary School Teachers; High School Students; Evidence; Thinking Skills; Teaching Methods; Prediction; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Naturwissenschaftliche Bildung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Lesson planning; Unterrichtsplanung; Codierung; Programmierung; Richtlinien; Trendanalyse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Evidenz; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In South Africa, there is a strong curriculum imperative for South African school science teachers to not only involve learners in practical inquiry activities but also to support students in making a connection between the construction of substantive scientific knowledge to these activities. The research reported in this article investigated the extent to which South African teachers at historically disadvantaged township schools engaged students in the construction of science ideas in inquiry lessons. To this end, video transcripts of thirty two lessons were analysed and coded using a framework of student thinking lens developed by the Biological Sciences Curriculum Study (BSCS) for the Science Teachers Learning from Lesson Analysis (STeLLA) project. The trends on the teaching features are explicated in the presentation of an in-depth analysis of a chemistry lesson. This research suggests the need for a re-alignment of inquiry-based science education with the development of science ideas. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01