ERIC Number: ED235021
Record Type: RIE
Publication Date: 1979-Dec
Reference Count: 0
Focus on Written Resources. Learning in Science Project. Working Paper No. 11.
Tasker, Ross; And Others
The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to written resources. The intent in presenting these comments/observations is not primarily to provide a balanced view of the good and bad aspects of Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations are presented and discussed as they relate to materials used by: Form 1 and 2 teachers to guide teaching; Form 1 and 2 students to guide learning; Form 3 and 4 teachers to guide teaching; and Form 3 and 4 students to guide learning. In addition, problems/difficulties with materials at the two levels are compared and contrasted. Included in appendices are additional comments focusing on traditional texts and more recent materials, and on reasons for using audio-visual resources (such as teaching abstract concepts using models and competing with audio-visual influences beyond the school). (JN)
Descriptors: Academic Achievement, Audiovisual Aids, Curriculum Development, Elementary School Science, Elementary Secondary Education, Instructional Materials, Interviews, Learning, Resource Materials, Science Education, Science Instruction, Science Materials, Secondary School Science, Teacher Developed Materials, Teaching Guides, Textbooks
University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Administrators; Policymakers; Practitioners
Authoring Institution: Waikato Univ., Hamilton (New Zealand).
Identifiers: Learning in Science Project; New Zealand; Science Education Research
Note: For related documents, see ED 226 976 and ED 235 011-030. Some pages are marginally legible.