Literaturnachweis - Detailanzeige
| Autor/in | Osborne, Jonathan |
|---|---|
| Titel | Teaching Scientific Practices: Meeting the Challenge of Change |
| Quelle | In: Journal of Science Teacher Education, 25 (2014) 2, S.177-196 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1046-560X |
| DOI | 10.1007/s10972-014-9384-1 |
| Schlagwörter | Educational Change; Science Instruction; State Standards; Elementary Secondary Education; Models; Scientific Principles; Instructional Improvement; Knowledge Management; Teacher Education; Teaching Methods; Instructional Innovation |
| Abstract | This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of science better represents contemporary understanding of nature of science as a social and cultural practice. Second, it argues that the adopting a framework of practices will enable better communication of meaning amongst professional science educators. This, in turn, will enable practice in the classroom to improve. Finally, the implications for teacher education are explored. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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