Evaluating the Efficacy of an Elementary Science Inservice Education Program.
The article discusses an evaluation of the effectiveness of elementary science in-service education programs in the U.S. The in-service programs help teachers integrate new techniques into their medium of instruction. The evaluation shows that younger teachers have significantly higher entry levels...
| Publicado en: | Science Education Vol. 59; no. 1; pp. 59 - 72 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jan-Mar1975
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19191451&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19191451 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Jan-Mar1975 vid: 59 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19191451 10.1002/sce.3730590109 ppf: 59 ppct: 13 formats: tig: atl: Evaluating the Efficacy of an Elementary Science Inservice Education Program. aug: au: Orlich, Donald C. Ezell, James R. affil: Washington State University, Pullman, Washington 99163 Kamiakin High School, Kennewick, Washington 99336 su: Teacher effectiveness Effective teaching Educational programs Science education (Elementary) Science education (Secondary) Elementary education Teaching methods Education research United States sug: subj: United States Teacher effectiveness Effective teaching Educational programs Science education (Elementary) Science education (Secondary) Elementary education Teaching methods Education research ab: The article discusses an evaluation of the effectiveness of elementary science in-service education programs in the U.S. The in-service programs help teachers integrate new techniques into their medium of instruction. The evaluation shows that younger teachers have significantly higher entry levels concerning process skills and inquiry techniques than older teachers. It is assumed that the success of the disservice programs is directly proportional related to the teachers perceived purpose. If the program is perceived to be relevant, then the teacher will accomplish a high level of proficiency through the in-service program. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1975 holdings: @attributes: islocal: N |
|---|