Application of theory in science education classrooms

Title
Application of theory in science education classrooms
Publication Date
2017
Author(s)
Yeigh, Tony
Whannell, Robert
( author )
OrcID: https://orcid.org/0000-0003-2128-8229
Email: rwhannel@une.edu.au
UNE Id une-id:rwhannel
Editor
Editor(s): Geoff Woolcott and Robert Whannell
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Cambridge University Press
Place of publication
Cambridge, United Kingdom
Edition
1
UNE publication id
une:23035
Abstract
This chapter is the mirror to Chapter 1.3. The main goal of this chapter is to provide practical examples to elaborate on and illustrate the applications of the main focus areas of Chapter 1.3. A close relationship exists between instructional design and classroom management, based on the ability of effective instruction to engage students (Scott, Nelson & Liaupsin, 2001). We therefore begin this chapter by noting that a general principle of applied theory is that instruction which engages student attention will also contribute to classroom management, an important consideration for every classroom teacher. When we get to the area of applied theory, we are dealing with highly complex elements of instructional design. Important considerations in this area include thinking about how we can best teach concepts to our students, how to develop effective problem-solving skills, how meaning is constructed from the raw information of learning, how to scaffold student learning for transfer or generalisation, and how to get students to regulate their own learning.
Link
Citation
Teaching Secondary Science: Theory and Practice, p. 259-282
ISBN
9781316636114
Start page
259
End page
282

Files:

NameSizeformatDescriptionLink