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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ659922
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
Examining Classroom Interactions Related to Difference in Students' Science Achievement.
Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan
Science Education, v87 n1 p40-63 Jan 2003
Examines the cognitive supports that underlie achievement in science using a cultural historical framework and the activity setting (AS) construct with five features: personnel, motivation, scripts, task demands, and beliefs. Reports four emergent phenomena--science activities, the building of learning, meaning in lessons, and the conflict over control--that appear to influence student opportunity for conceptual development. (Contains 75 references.) (Author/YDS)
Descriptors: Academic Achievement, Cognitive Development, Elementary Education, Learning Processes, Middle Schools, Science Activities, Science Instruction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A