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https://hdl.handle.net/1959.11/22851
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yeigh, Tony | en |
dc.contributor.author | Whannell, Robert | en |
local.source.editor | Editor(s): Geoff Woolcott and Robert Whannell | en |
dc.date.accessioned | 2018-04-19T09:39:00Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Teaching Secondary Science: Theory and Practice, p. 259-282 | en |
dc.identifier.isbn | 9781316636114 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/22851 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Cambridge University Press | en |
dc.relation.ispartof | Teaching Secondary Science: Theory and Practice | en |
dc.relation.isversionof | 1 | en |
dc.title | Application of theory in science education classrooms | en |
dc.type | Book Chapter | en |
dc.subject.keywords | Teacher Education and Professional Development of Educators | en |
local.contributor.firstname | Tony | en |
local.contributor.firstname | Robert | en |
local.subject.for2008 | 130313 Teacher Education and Professional Development of Educators | en |
local.subject.seo2008 | 970113 Expanding Knowledge in Education | en |
local.profile.school | School of Education | en |
local.profile.email | tony.yeigh@scu.edu.au | en |
local.profile.email | rwhannel@une.edu.au | en |
local.output.category | B2 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20171013-114857 | en |
local.publisher.place | Cambridge, United Kingdom | en |
local.identifier.totalchapters | 18 | en |
local.format.startpage | 259 | en |
local.format.endpage | 282 | en |
local.contributor.lastname | Yeigh | en |
local.contributor.lastname | Whannell | en |
dc.identifier.staff | une-id:rwhannel | en |
local.profile.orcid | 0000-0003-2128-8229 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:23035 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Application of theory in science education classrooms | en |
local.output.categorydescription | B2 Chapter in a Book - Other | en |
local.relation.url | https://nla.gov.au/anbd.bib-an59902927 | en |
local.search.author | Yeigh, Tony | en |
local.search.author | Whannell, Robert | en |
local.uneassociation | Unknown | en |
local.year.published | 2017 | en |
local.subject.for2020 | 390305 Professional education and training | en |
local.subject.for2020 | 390307 Teacher education and professional development of educators | en |
local.subject.seo2020 | 280114 Expanding knowledge in Indigenous studies | en |
local.subject.seo2020 | 280109 Expanding knowledge in education | en |
dc.notification.token | 51f21df2-102a-4c92-a6ce-25ed834c60e3 | en |
Appears in Collections: | Book Chapter School of Education |
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