SCIS-II and the Elementary Teacher: A Program Analysis.

Autor/inn/en	Atwood, Ronald K.; Howard, Michael N.
Titel	SCIS-II and the Elementary Teacher: A Program Analysis.
Quelle	(1989), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Elementary School Science; Elementary School Teachers; Experiential Learning; Instructional Materials; Motivation Techniques; Science Activities; Science Course Improvement Projects; Science Equipment; Science Instruction; Science Interests; Science Materials; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Experiental learning; Erfahrungsorientiertes Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Motivationsförderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A significant alternative to the traditional text-based approach to elementary science has been represented by the Science Curriculum Improvement Study (SCIS). Although the literature documents the process of the investigative approach, greater utilization of available programs and support from teachers are not evidenced. This investigation was devised to determine teacher perceptions and their relationships to this concern. These questions were addressed: (1) "To what extent are teacher variables, such as grade level, years of experience, and frequency of scheduling science time, related to teacher evaluation of the SCIS-II program?" (2) "How do teachers perceive the barriers and support systems that exist in their district's elementary science program?" (3) "What student outcomes do teachers see as significant results of the SCIS-II program? Are these perceptions related to teachers' degree of positive attitude about the program? Are they consistent with the body of research? and (4) "What specific concepts, materials, activities, etc., do teachers find to be problems in the present program, and what changes do they feel might alleviate the problems?" It was concluded that teachers in grades 3-6 perceived more barriers to effective instruction and experienced greater problems with management, materials, and equipment during activities than their colleagues in the lower grades. (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC