Better Learners

Autor/in	Bianchi, Lynne
Titel	Better Learners
Quelle	In: Primary Science Review, (2003) 80, S.22-24 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Teaching Styles; Young Children; Foreign Countries; Learning Strategies; Academic Ability; Student Development; Student Responsibility; Science Instruction; Elementary School Science; Student Behavior; Teacher Role; Self Evaluation (Individuals); Faculty Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Frühe Kindheit; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Student behaviour; Schülerverhalten; Lehrerrolle
Abstract	Developing children's capacity to learn is at the forefront of all endeavours in schools. Teachers strive to capitalise on a wide range of teaching styles and innovations to stimulate, motivate and engage their children to become "better learners". Since September 1999, the Centre for Science Education at Sheffield Hallam University has been undertaking a significant research and development programme which targets the heart of "better learning" (Bianchi, 2002). The concept of "personal capabilities" (PCs) has emerged to encapsulate the underlying skills and characteristics that help all children cope effectively with the academic and social needs of school and life in general. The research has involved over 35 schools, 75 teachers and approximately 2000 pupils in the Midlands and northern England. The development of PCs begins the process of children's self-improvement from an early age, by encouraging them to take personal responsibility for their learning. The research found that practising teachers consider this to be crucial for better learning and increased academic potential in science. However, while these capabilities are acknowledged as of major importance for children's learning, it seems that their development is hampered by the lack of explicit emphasis in subject teaching. This article provides a few ideas as to how teachers are currently developing PCs through science. (Contains 3 figures.) (ERIC).
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	2017/4/10