Literaturnachweis - Detailanzeige
| Autor/in | Marshall, Karen |
|---|---|
| Titel | Encouraging Resilience in the Science Curriculum |
| Quelle | In: School Science Review, 99 (2018) 369, S.108-115 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-6811 |
| Schlagwörter | Science Curriculum; Resilience (Psychology); Secondary School Students; Visual Aids; Grade 8; Student Behavior; Achievement Need; Learning Motivation; Motivation Techniques; Scaffolding (Teaching Technique); Questionnaires; Interviews; Lesson Observation Criteria; Teacher Attitudes; Student Attitudes; Likert Scales; Foreign Countries; Europe |
| Abstract | This article directly focuses on insight into the behavioural traits that enhance resilience as a non-cognitive academic skill at secondary school level, and describes a visual resilience toolkit to use with students. The main findings from this case study showed that it was possible to identify a resilience continuum for year 8 (age 12-13), coupled with a visual toolkit to remind students how to identify types of resilient behaviour, and examples of scaffolding from the teacher in science lessons in order to nurture resilience. (As Provided). |
| Anmerkungen | Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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