ERIC Number: ED124404
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Research and Curriculum Development in Science Education. 3. Science Teacher Behaviors and Student Affective and Cognitive Learning.
Montague, Earl J., Ed.
This publication is the third in a series of monographs reporting the results of studies made by personnel in the Science Education Center of the University of Texas at Austin. Several of the studies in this issue were attempts at identifying broad areas of teacher behavior affecting student outcomes, which, once identified, could be the basis for further cause-and-effect research. Inservice training using modeling strategies was found to bring about improvement of student and teacher behavior by two authors. Two other studies established correlations between teacher behavior and the attitudes of students, students' critical thinking skills, and students' views of the tentativeness of science. One investigator reports an inverse relationship was found between the frequency of a teacher's use of student names and the frequency of non-productive silence and confusion in the classroom. Other studies presented may be of interest to a broad spectrum of science educators. Fifteen papers are presented. (Author/EB)
Descriptors: Achievement, Curriculum, Educational Research, Inservice Education, Instruction, Learning, Research, Science Education, Student Attitudes, Teacher Behavior, Teacher Characteristics
Science Education Center, The University of Texas at Austin, Austin, Texas 78712 ($3.00)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Science Education Center.
Note: For monograph 1 of this series, see ED 024 605; For monograph 2 of this series, see ED 050 971