Fitzgerald, Angela and Dawson, Vaille and Hackling, Mark (2009) Perceptions and pedagogy: exploring the beliefs and practices of an effective primary science teacher. Teaching Science, 55 (3). pp. 19-22. ISSN 1449-6313
Abstract
Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practitioners by a professional colleague, entered into this research study. This 'entry' phase involved gathering information from classroom observations and teacher interviews to provide background information about the beliefs and practices of these teachers. This paper reports on the findings drawn from one teacher - 'Deanne'.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to published version, in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 15 Nov 2018 23:43 |
| Last Modified: | 15 Nov 2018 23:43 |
| Uncontrolled Keywords: | science teaching; primary school science |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy 13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori) |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy 39 EDUCATION > 3903 Education systems > 390304 Primary education |
| URI: | http://eprints.usq.edu.au/id/eprint/35073 |
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