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Peer reviewed Peer reviewed
ERIC Number: EJ565666
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: N/A
Understanding a Generative Learning Model of Instruction: A Case Study of Elementary Teacher Planning.
Flick, Lawrence B.
Journal of Science Teacher Education, v7 n2 p95-122 Jun 1996
Reasons for not using generative learning or inquiry-oriented strategies in teaching include the fact that it takes too much time to develop appropriate materials and the instructional pace is too slow. This research studies the thinking of elementary teachers concerning a generative learning model of instruction as they developed unit plans for teaching science. Contains 30 references. (PVD)
Descriptors: Educational Change, Elementary Education, Elementary School Science, Inquiry, Instructional Improvement, Learning Theories, Mastery Learning, Science Education, Science Teachers, Student Interests, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A