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ERIC Number: ED218144
Record Type: Non-Journal
Publication Date: 1980
Pages: 67
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8106-1679-3
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)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC.