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| Autor/in | Appleton, Ken |
|---|---|
| Titel | Students' Responses during Discrepant Event Science Lessons. |
| Quelle | (1996), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; Context Effect; Elementary Education; Foreign Countries; Science Instruction; Teaching Methods; Australia |
| Abstract | This study explored the cognitive responses of students to science lessons incorporating discrepant events. Three pedagogically different teaching strategies using the same discrepant event were taught to six upper elementary classes, and case studies describing 18 students' cognitive responses during the lessons were constructed from videotapes of the lessons, stimulated recall interviews with the students, and field notes. A common set of cognitive responses were identified for most students for all three teaching strategies. A small number of responses seemed to depend on the student. However, the teaching strategy also seemed to influence the responses used by students, in that some types of responses were encouraged by a particular teaching strategy, and the use of other responses was inhibited by a particular teaching strategy. The significance of the social context in influencing the students' access to information and their progress toward scientific explanation is highlighted. The results provide some indications as to how a more effective teaching strategy might be developed which increases the number and range of cognitive responses used by students. Contains 51 references. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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