Teachers' Content Knowledge about the Nature of Science and Its Relationship to Classroom Practice [electronic resource] / Nancy W. Brickhouse.
This study examined teachers' content knowledge about the nature of science and how this knowledge was expressed in their classrooms. Understandings about science influence not only explicit lessons about the nature of science, but also shape an implicit curriculum concerning scientific knowled...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED306133 | ||
| 099 | |f ERIC DOC # |a ED306133 | ||
| 100 | 1 | |a Brickhouse, Nancy W. | |
| 245 | 1 | 0 | |a Teachers' Content Knowledge about the Nature of Science and Its Relationship to Classroom Practice |h [electronic resource] / |c Nancy W. Brickhouse. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1989. | ||
| 300 | |a 33 p. | ||
| 500 | |a ERIC Document Number: ED306133. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). |5 ericd. | ||
| 520 | |a This study examined teachers' content knowledge about the nature of science and how this knowledge was expressed in their classrooms. Understandings about science influence not only explicit lessons about the nature of science, but also shape an implicit curriculum concerning scientific knowledge. Consideration was also given to ways in which teachers' understandings about how students learn science in school influence teachers' beliefs and lessons about science. Seven precollege science teachers were interviewed to probe their knowledge about the nature of science. Three were asked to participate in the study based on their diversity of orientations. The teachers' knowledge about the nature of science, their roles as teachers, and their students' roles as learners were probed in a series of at least four hour-long, audiotaped interviews. Their classrooms were observed and audiotaped for at least 35 hours each over a 4-month period. During the interviews and the classroom observations the researcher was continuously involved in building, validating, and altering hypotheses concerning the teachers' content knowledge about the nature of science. The data from this study illustrates how teachers' views of science may be expressed in their classroom instruction. (MVL) | ||
| 521 | 8 | |a Researchers. |b ericd. | |
| 650 | 0 | 7 | |a Classroom Communication. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 1 | 7 | |a Classroom Observation Techniques. |2 ericd. |
| 650 | 1 | 7 | |a College Science. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Knowledge Level. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Science Education. |2 ericd. |
| 650 | 0 | 7 | |a Science Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Science Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Scientific Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Background. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Styles. |2 ericd. |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED306133.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED306133 |h Other scheme |i web |n 1 |