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ERIC Number: ED236027
Record Type: RIE
Publication Date: 1981-Nov
Pages: 33
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Science Activities: Wider Issues--Some Considerations. Learning in Science Project. Working Paper 49.
Tasker, Ross, Ed.; Lambert, John, Ed.
Learning in Science Project findings have highlighted the quality of interaction between students and teachers as the key to effective learning. Major aspects of this interaction include focusing attention, linking to children's science, encouraging discussion, guiding investigations, challenging ideas/findings, and helping the restructuring process. Although different instructional approaches have been noted (from teacher-paced/teacher-directed to student-paced/student-directed), a compromise in approach is suggested to provide the best learning opportunities for all students. Such flexibility raises questions on when, with whom, how, and what students will learn as well as issues related to the aims of science teaching and priority given to the aims. In addition, consideration should be given to the fact that students in general appreciate a variety of learning experiences and that teaching should provide the opportunity for teachers to experiment. To help teachers in developing a student-paced program, a planning guide is provided in an appendix. Included in the seven-section guide are discussions of major factors to consider, possible approaches to student-paced instruction, practical considerations, producing a program, planning a topic, implementing the program, and several issues based on the authors' experiences. (JN)
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
Language: English
Sponsor: N/A
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, ED 229 442, ED 230 594, ED 235 011-030, SE 043 285-302, and SE 043 305-315.