Improving the research-practice interface: the impact of research-informed teaching materials on science teachers' practices

2.50
HDL Handle:
http://hdl.handle.net/2428/49536
Title:
Improving the research-practice interface: the impact of research-informed teaching materials on science teachers' practices
Authors:
Millar, R; Hames, V
Publisher:
National Association for Research in Science Teaching
Issue Date:
Mar-2003
URI:
http://hdl.handle.net/2428/49536
Additional Links:
http://www.tlrp.org/dspace/handle/123456789/304; www.york.ac.uk/depts/educ/projs/EPSE
Type:
Article
Language:
en
Description:
The central issue addressed in this paper is the relationship between research and practice in science education. More specifically it explores the relationship between research on the learning of scientific ideas on the one hand, and classroom practices on the other. Much data has been collected in recent decades about students’ misconceptions, alternative ways of thinking and reasoning, and learning difficulties in many of the knowledge domains that are central to a scientific understanding of the natural world (see, for example, Driver et al., 1994; Pfundt & Duit, 1994). The impact of this body of research on classroom practice, or on the design and sequencing of instruction, official curricula and programmes of study is, however, rather less than we (as researchers) might wish.
Appears in Collections:
Science EducationAssessmentProblem-Based Learning

Full metadata record

DC FieldValueLanguage
dc.contributor.authorMillar, R-
dc.contributor.authorHames, V-
dc.date.accessioned2009-02-19T12:16:31Z-
dc.date.available2009-02-19T12:16:31Z-
dc.date.issued2003-03-
dc.identifier.urihttp://hdl.handle.net/2428/49536-
dc.descriptionThe central issue addressed in this paper is the relationship between research and practice in science education. More specifically it explores the relationship between research on the learning of scientific ideas on the one hand, and classroom practices on the other. Much data has been collected in recent decades about students’ misconceptions, alternative ways of thinking and reasoning, and learning difficulties in many of the knowledge domains that are central to a scientific understanding of the natural world (see, for example, Driver et al., 1994; Pfundt & Duit, 1994). The impact of this body of research on classroom practice, or on the design and sequencing of instruction, official curricula and programmes of study is, however, rather less than we (as researchers) might wish.en
dc.language.isoenen
dc.publisherNational Association for Research in Science Teachingen
dc.relation.urlhttp://www.tlrp.org/dspace/handle/123456789/304en
dc.relation.urlwww.york.ac.uk/depts/educ/projs/EPSEen
dc.subjectproblem based learningen
dc.subjectresearch-practiceen
dc.subjectassessmenten
dc.subjectdiagnostic toolsen
dc.subjectscienceen
dc.titleImproving the research-practice interface: the impact of research-informed teaching materials on science teachers' practicesen
dc.typeArticleen
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