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ERIC Number: EJ651300
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0141-1926
EISSN: N/A
Do Teachers Support Causal Understanding through Their Discourse When Teaching Primary Science?
Newton, D. P.; Newton, L. D.
British Educational Research Journal, v26 n5 p599-613 Dec 2000
Investigates the extent that English primary science teachers press for casual understanding through their discourse in science lessons. Observed Key Stage 2 lessons (n=50) for students ages seven to eleven and the nature of teachers' discourse. Reports that discourse on facts and description were common, while there were low levels of discourse on causes and reasons. (CMK)
Descriptors: Academic Discourse, Educational Research, Elementary Education, Foreign Countries, Observation, Questionnaires, Science Education, Science Teachers, Teacher Behavior, Teaching Experience
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A