Effect of an Inservice Science Workshop on the Ability of Teachers to Use the Techniques of Inquiry.
The article discusses the effect of a science inservice program on the ability of teachers to use inquiry techniques. The program which was funded by the U.S. National Science Foundation was designed to prepare 24 experienced elementary school teachers as science specialists. The training program's...
| Publicado en: | Science Education Vol. 55; no. 2; pp. 163 - 170 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Apr-Jun1971
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| 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=19208093&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19208093 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Apr-Jun1971 vid: 55 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19208093 10.1002/sce.3730550211 ppf: 163 ppct: 7 formats: tig: atl: Effect of an Inservice Science Workshop on the Ability of Teachers to Use the Techniques of Inquiry. aug: au: George, Kenneth D. Nelson, Miles A. affil: Graduate School of Education, University of Pennsylvania, Philadelphia, 19104 su: Inquiry-based learning Science education (Elementary) Elementary school teachers In-service training of teachers Teacher development Education research Experimental methods in education National Science Foundation (U.S.) Instructional systems design sug: subj: Inquiry-based learning Science education (Elementary) Elementary school teachers In-service training of teachers Teacher development Education research Experimental methods in education National Science Foundation (U.S.) Instructional systems design ab: The article discusses the effect of a science inservice program on the ability of teachers to use inquiry techniques. The program which was funded by the U.S. National Science Foundation was designed to prepare 24 experienced elementary school teachers as science specialists. The training program's first year was examined from two vantage points. Observations in the area of academics led to the inference that older, more experienced teachers did not perform as well as younger, less experienced teachers on a test of science content. Observations of on-the- job performance while teaching science suggest that not all persons benefited from the inservice work when the training involved different types of teaching behaviors. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1971 holdings: @attributes: islocal: N |
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