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Geelan, David; Louden, William; Wildy, Helen – Teaching Science, 2013
A variety of factors are associated with students' achievement in secondary school physics, including cohort size--the total number of students studying Physics in the school--and socioeconomic status. Earlier studies also showed boys achieving better in Physics, while more recent research has shown better results for girls. Statistical analysis…
Descriptors: Foreign Countries, Secondary School Science, Secondary School Students, Science Instruction
Understanding Teaching or Teaching for Understanding: Alternative Frameworks for Science Classrooms.
Peer reviewed
Wildy, Helen; Wallace, John – Journal of Research in Science Teaching, 1995
Describes the findings of a study that involved exploring the classroom practices of an experienced physics teacher to enable researchers to reexamine assumptions about good teaching. Asserts that a broader view of good science teaching is needed than that proposed by the constructivist literature. (ZWH)
Descriptors: Educational Practices, Physics, Science Instruction, Science Teachers
Peer reviewed
Wildy, Helen; Wallace, John – Research in Science and Technological Education, 1994
Focuses on the work of one experienced physics teacher and his attempts to come to grips with a new curriculum. This study confirms that change is not a linear process but is characterized by uncertainty, hesitancy, and gradualism. Strategies to help others change are provided. (ZWH)
Descriptors: Educational Change, High Schools, Inservice Teacher Education, Instructional Improvement
Peer reviewed
Wildy, Helen; And Others – School Organisation, 1996
Presents a (Western Australian) case study of the link teacher model, a decentralized, "train the trainer" approach to inservice education. Discusses the model's perceived effectiveness, the link teachers' role, central authority support, and new experimentation opportunities. Combining centralized syllabus change with decentralized…
Descriptors: Case Studies, Curriculum Development, Decentralization, Educational Change
Geelan, David; Wildy, Helen; Louden, William; Wallace, John – International Journal of Science Education, 2004
Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and…
Descriptors: Teaching Methods, Foreign Countries, Constructivism (Learning), Teaching Styles