Learning in Science: A Comparison of Deep and Surface Approaches.

Autor/inn/en	Chin, Christine; Brown, David E.
Titel	Learning in Science: A Comparison of Deep and Surface Approaches.
Quelle	In: Journal of Research in Science Teaching, 37 (2000) 2, S. 109-38Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Forschungsbericht; Cognitive Processes; Grade 8; Learning Strategies; Metacognition; Middle Schools; Questioning Techniques; Science Education; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; School year 08; 8. Schuljahr; Schuljahr 08; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Middle school; Mittelschule; Mittelstufenschule; Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	Explores the differences between deep and surface approaches to learning science. Findings indicate that the deep-surface learning differences fall into five categories: (1) generative thinking; (2) nature of explanations; (3) asking questions; (4) metacognitive activity; and (5) approach to tasks. Suggests that teachers can encourage a deep learning approach by providing prompts and contextualized scaffolding. (Contains 89 references.) (Author/WRM)
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01