ERIC Number: ED225817
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
What Research Says to the Science Teacher, Volume 4.
Yager, Robert E., Ed.
This volume was conceived as a review of basic research in science education and as a discussion of what the research findings mean for K-12 science teachers. The eight reports presented represent different dimensions of science education. Each provides a review of a given dimension and/or a goal of science teaching and suggests ways that current knowledge might affect practice. Reports focus on: (1) a review of some major studies in instruction, with suggestions for applications to science/mathematics curricula (J. Stallings); (2) information-processing psychology and a brief description of a science project using its methodology (J. Larkin); (3) role of instruction in the development of problem-solving skills in science (R. Ronning and D. McCurdy); (4) developing creativity as a result of science instruction (J. Penick); (5) deriving classroom applications from Piaget's model of intellectual development (D. Phillips); (6) the development of an attentive public for science: implications for science teaching (A. Voelker); (7) factors affecting minority participation and success in science (J. Kahle); and (8) status of graduate science education: implications for science teachers (J. Gallagher and R. Yager). Brief summaries of each report and background information are provided in an introduction. A list of six actions by educators that would serve to implement the research findings and set new directions for science education is presented in an epilogue. (Author/JN)
Descriptors: Cognitive Development, Cognitive Processes, Creativity, Decision Making, Elementary School Science, Elementary Secondary Education, Graduate Study, Mathematics Instruction, Minority Groups, Problem Solving, Science Curriculum, Science Education, Science Instruction, Secondary School Science, Social Problems, Technology
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: National Science Teachers Association, Washington, DC.