Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/21658
Title: | The Effect of the Pedagogy on the Classroom Learning of Science | Contributor(s): | Tynan, Stephen John (author) | Conferred Date: | 2016 | Copyright Date: | 2015 | Open Access: | Yes | Handle Link: | https://hdl.handle.net/1959.11/21658 | Abstract: | Two different types of teaching practices were examined for their effects upon the student learning of high school science, being Bios practices and Conventional practices. Bios teaching practices were underpinned by five propositions founded upon the cognitive neuroscience of how the brain learns; as interpreted in the midst of a mixed gender classroom of 20-plus teenage (about 15 to 16 year old) students. These propositions were formulated in response to classroom observations which indicated that student attention, sociability and dialogue could be brought together to promote engagement with classroom learning. | Publication Type: | Thesis Doctoral | Fields of Research (FoR) 2008: | 130212 Science, Technology and Engineering Curriculum and Pedagogy | Fields of Research (FoR) 2020: | 390113 Science, technology and engineering curriculum and pedagogy | Socio-Economic Objective (SEO) 2008: | 930399 Curriculum not elsewhere classified | Rights Statement: | Copyright 2015 - Stephen John Tynan | HERDC Category Description: | T2 Thesis - Doctorate by Research |
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Appears in Collections: | Thesis Doctoral |
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File | Description | Size | Format | |
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open/MARCXML.xml | MARCXML.xml | 2.12 kB | Unknown | View/Open |
open/SOURCE03.pdf | Abstract | 1.65 MB | Adobe PDF Download Adobe | View/Open |
open/SOURCE04.pdf | Thesis | 3.77 MB | Adobe PDF Download Adobe | View/Open |
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