Literaturnachweis - Detailanzeige
Autor/inn/en | Klinger, Udo; Aßmann-Busch, Silke; Merk, Gabriele; Becker, Martin; Hamann, Klaus; Fruböse, Christian; Jonas, Annette; Kallfelz, Monika; Palfalvi, Annette; Keßler, Achirn; Reiner, Maria; Ludwig-Dehm, Matthias; Metz, Inge |
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Titel | Crossing boundaries through school-based collaboration for innovative science teaching. Teacher experiences and the role of collaborative settings for reform. |
Quelle | Aus: Hansen, Klaus-Henning (Hrsg.); Gräber, Wolfgang (Hrsg.); Lang, Manfred (Hrsg.): Crossing boundaries in science teacher education. Münster u.a.: Waxmann (2012) S. 67-89
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 3-8309-2595-6; 978-3-8309-2595-8 |
Schlagwörter | Fallstudie; Qualitative Forschung; Bildungsstandards; Lehrer; Lehrerfortbildung; Schulinterne Lehrerfortbildung; Schülerleistung; Curriculumentwicklung; Unterrichtsentwicklung; Unterrichtsgestaltung; Unterrichtsplanung; Unterrichtsmedien; Biologieunterricht; Chemieunterricht; Fächerübergreifender Unterricht; Projekt; Naturwissenschaftlicher Unterricht; Physikunterricht; Unternehmen; Innovation; Kooperation; Deutschland; Rheinland-Pfalz |
Abstract | In Rhineland-Palatinate biology, chemistry, physics and integrated science curricula are continuously being developed in various innovative projects. The CROSSNET project has provided an opportunity to discuss teacher development and the local enactment of those projects with respect to a shared theoretical framework: the concept of boundary crossing. The general goal was to make experiences, materials and concepts available for the participating teachers in the project and to elaborate a framework to discuss them in subject groups and in teacher education courses. The authors decided to use a case study approach to collect different kinds of qualitative data and to conduct a cross case analysis to compare them. Five local projects are presented with different settings that show how innovative science teaching and the formation of team work in subject groups can be accomplished. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2013/3 |