An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

Autor/inn/en	Wahyudi; Treagust, David F.
Titel	An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools
Quelle	In: Research in Science Education, 34 (2004) 4, S.455-474 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-004-5165-8
Schlagwörter	Science Teachers; Secondary School Science; Rural Schools; Questioning Techniques; Teaching Methods; Science Instruction; Teaching Styles; Foreign Countries; Interviews; Pedagogical Content Knowledge; Classroom Techniques; Classroom Environment; Questionnaires; Teacher Attitudes; Student Attitudes; Indonesia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrstil; Unterrichtsstil; Ausland; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Klassenführung; Klassenklima; Unterrichtsklima; Fragebogen; Lehrerverhalten; Schülerverhalten; Indonesien
Abstract	This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students' responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teacher's content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10