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Peer reviewed Peer reviewed
ERIC Number: EJ578397
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
"We're Just Spectators": A Case Study of Science Teaching, Epistemology, and Classroom Management.
Yerrick, Randy K.; Pedersen, Jon E.; Arnason, Johanes
Science Education, v82 n6 p619-48 Nov 1998
Considers the nature of classroom-management problems while examining the interaction of two contrasting epistemological treatments of science in a high school physics class, and subsequent classroom-management techniques influenced by these beliefs. Concludes that differences in epistemological stance can invoke antagonistic interactions that may not be understood from a management or pedagogical approach to teacher knowledge. Contains 69 references. (Author/PVD)
Descriptors: Case Studies, Classroom Communication, Classroom Environment, Classroom Research, Classroom Techniques, Constructivism (Learning), Epistemology, High Schools, Physics, Rote Learning, Science Education, Student Attitudes, Teacher Role, Teacher Student Relationship, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge; Positivism