Type:

Other

Description:

The author deals with one aspect of the methodological contrast between open ended discovery teaching and the direct instructional sequence used by the expository teacher; namely the prevailing style of verbal interaction between teacher and students. Among other factors which the results of research have indicated may be important in determining student achievement in science are: (i) teacher's qualifications and years of teaching experience; (ii) students' intellectual style as measured by IQ scores; (iii) social status of students; (iv) type of school and the area it serves; (v) number of students in class; (vi) level of provision of apparatus, textbooks etc; (vii) time allocated to science.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,Undergraduate (Lower Division),Physics Education Research,General Physics,Graduate/Professional,Science Education,Teacher Characteristics,Achievement,Informal Education,Higher Education,Vocational/Professional Development Education,Academic Achievement,Instruction,College Science,oai:nsdl.org:2200/20061003063951890T,Pedagogy,Physics,Educational Research,Content Knowledge,Education Practices,Verbal Communication,NSDL_SetSpec_439869,Teaching Styles,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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