ERIC Number: ED336281
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Challenge: A Focus for Improving Teaching and Learning.
Baird, John R.; And Others
A 4-year program of naturalistic research on science teaching and learning was conducted in Australia. This program comprised a project entitled Teaching and Learning Science in Schools (TLSS), which ran from 1987-89, and a year of follow-up studies in which some of the major findings from the project were explored further. Participants included 5 teachers and 200 grade 6 students from 4 primary schools; 41 teachers and over 2,000 secondary students; and 2 teacher educators, 13 teacher trainees, 2 lecturers, and over 200 first-year college chemistry students. Three main themes that guide improvement in classroom practice arise from the findings of this study: (1) the interdependence between constructivist processes of purposeful inquiry based on reflection and outcomes associated with enhanced metacognition; (2) the importance of balance between cognition and affect for effective teaching and learning; and (3) the notion of challenge as a focus for conceptualizing themes 1 and 2. Nine features that influence cognitive and affective components of challenge were identified. These features are seen as important subjects for teacher and student reflection and action. (KR)
Descriptors: Affective Behavior, Cognitive Processes, College Science, Elementary Education, Elementary School Science, Foreign Countries, Higher Education, Inquiry, Instructional Effectiveness, Program Descriptions, Qualitative Research, Questionnaires, Science Education, Secondary Education, Secondary School Science, Student Attitudes, Thinking Skills
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Australian Research Council.
Authoring Institution: N/A
Identifiers: Challenge; Constructivism
Note: Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, April 3-7, 1991).