ERIC Number: ED218144
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
Science Anxiety and the Classroom Teacher. Analysis and Action Series.
Orlich, Donald C.
A series of classroom practices and techniques are provided to help classroom teachers overcome their anxiety in teaching science. Chapter 1 (Fearing the Unknown) focuses on reasons for teaching science in elementary grades, science processes, characteristics of inquiry, questioning and inquiry, and using small groups. Chapter 2 (Managing Materials and Organizing for Inquiry) focuses on using class members as helpers, preparing a science lesson, coping skills, understanding more about inquiry, using unguided inquiry, problem-solving as inquiry, and evaluating student efforts. Chapter 3 (Using Questions and Teaching Science) discusses formulating meaningful questions, tips for teachers, applying questioning strategies, technical/humane considerations, developing student skills in framing questions, and teacher idiosyncrasies (such as repeating questions). Chapter 4 (Being Successful with Science-Related Discussion) emphasizes the use of discussions, organizing discussions, introducing the concept of evaluation, and techniques for the classroom. Organizing support for science in-service programs, comments about incentives, teaching students with special needs, and evaluating science programs are discussed in chapter 5 (Fitting The Pieces Together for Success). (JN)
Descriptors: Anxiety, Discussion (Teaching Technique), Elementary Education, Elementary School Science, Inquiry, Questioning Techniques, Science Education, Science Instruction, Teaching Methods
Document available from National Education Association Professional Library, P.O. Box 509, West Haven, CT. 06516. Price per copy $6.75, postage paid only when check accompanies order.
Publication Type: Reports - General
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.