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ERIC Number: ED404150
Record Type: Non-Journal
Publication Date: 1992
Pages: 437
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0157-244X
Research in Science Education...1992. Selected Refereed Papers from the Annual Conference of the Australasian Science Education Research Association (23rd, Hamilton, New Zealand, July 10-12, 1992).
Gardner, Paul L., Ed.
Research in Science Education, v22 1992
This volume contains 48 papers and 9 abstracts/research notes. Titles include: "Alternative constructs and cognitive development: commonalities, divergences and possibilities for evidence"; "Discipline knowledge and confidence to teach science: self-perceptions of primary teacher education students"; "Teacher beliefs about learning and teaching in primary science and technology"; "Physics teachers' action-research experiences with a teaching module on 'Force'"; "Learning in interactive science centres"; "Progression in learning science"; "Students' perceptions of an innovative university laboratory program"; "An ecological perspective on research with computers in science education"; "Student perceptions of technology and implications for an empowering curriculum"; "Classroom behaviour settings for science: what can pre-service teachers achieve?"; "The importance of selected textbook features to science teachers"; "Development of an instrument for measuring attitudes or early childhood educators towards science"; "Combining issues of 'girl-suited' science teaching, STS and constructivism in a physics textbook"; "What has happened to intuition in science education?"; "Reconstructing the interactive science pedagogy: experiences of beginning teachers implementing the interactive science pedagogy"; "Introducing technology education to young children: a design, make and appraise approach"; "The applications of science to technology"; "The historical anecdote as a 'caricature': a case study"; "Risk-taking and teachers' professional development: the case of satellite remote sensing in science education"; "The reluctant primary school teacher"; "Expert-novice differences in science investigation skills"; "Adult experiences of science and technology in everyday life: some educational implications"; "Improving the quality of primary science teaching through a pre-service course"; "Teaching and report writing in primary science: case studies of an intervention program"; "Professional standards for the teaching of science: an exploratory study"; "Primary science education: views from three Australian states"; "School-based assessment of practical competence in science: some issues from English experience"; "Teachers' perceptions of technology education: implications for curriculum innovation"; "Improving a playcentre science programme through action research"; "Retraining chemistry teachers in the Philippines"; "Science and technology management: designing an undergraduate course"; "Reporting to parents: science in the context of the total primary curriculum"; "Students' understanding of concepts related to evaporation"; "Becoming a science teacher: first year teachers' approaches to learning about teaching"; "Dealing with graphic output from diagram processing tasks: approaches to characterisation and analysis"; "Developing networks of grass-roots science curriculum action"; "Constructivism and empiricism: an incomplete divorce"; "Can any good come out of researching in science education and being a science teacher at the same time?"; "Learning in professional practice schools: beyond clinical experiences and teacher workshops"; "Primary pre-service teachers' pedagogical reasoning skills"; and "Pupils' understanding of combustion." (MKR)
Centre for Mathematics and Science Education, Queensland University of Technology, Locked Bag 2, Red Hill, Queensland 4059, Australia.
Publication Type: Collected Works - Proceedings; Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australasian Science Education Research Association, Victoria (Australia).