Literaturnachweis - Detailanzeige
Autor/in | Appleton, Ken |
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Titel | How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice. |
Quelle | In: Research in Science Education, 33 (2003) 1, S.1-25Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0157-244X |
Schlagwörter | Beginning Teachers; Elementary Education; Elementary School Teachers; Knowledge Base for Teaching; Pedagogical Content Knowledge; Science Curriculum; Science Instruction; Teaching Methods Junior teacher; Junglehrer; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Analyzes the ways in which some beginning primary school teachers cope when faced with teaching science. Examines aspects of a group of beginning primary teachers' science teaching practices in order to better understand the basis of their practice. Finds that activities that work have a close relationship with science Pedagogical Content Knowledge (PCK). Discusses implications for primary science curriculum. (Author/SOE) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |