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ERIC Number: ED371936
Record Type: Non-Journal
Publication Date: 1993-Sep
Pages: 13
Abstractor: N/A
Reference Count: N/A
The Relationship between Teacher's Own Scientific Knowledge and Their Ability To Ask High Level Cognitive Question, in Order To Teach the National Curriculum for Science.
Whitby, Virginia
This document discusses the state of science education in primary school before and after the introduction of the National Curriculum in 1989 established science as a core subject. The first half describes research and specific efforts to improve science education in the primary grades. It includes the following sections: (1) "Background to the National Curriculum," which provides a brief overview of past efforts in curriculum reform; (2) "Implementation of the National Curriculum," which discusses strategies used to incorporate science into infant classes; and (3) "Teacher's own scientific understanding," which provides research to support the belief that teacher's subject knowledge plays a major role in effective instruction. The second half of the document encompasses the need for teachers to develop good questions. The discussion includes the following sections: (1) productive questioning in primary science; (2) unproductive and productive questioning; (3) the relationship between the teacher's scientific knowledge questioning style; and (4) suggestions for better classroom practices. (ZWH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)