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The terrarium unit : a challenge to teachers' concepts of what is science teaching

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posted on 06.12.2017, 00:00 by Reyna Zipf, Allan Harrison
This paper discusses how teachers interpret outcomes-based science syllabuses and design open-ended and interesting science units. The study focused on the implementation of a new outcomes-oriented syllabus in Year 8. A tension existed between two groups of teachers. One group was excited and willing to design new content, pedagogy and assessment. The more traditional group focused on how they could adopt the new syllabus but retain much of their previous pedagogy and assessment practices. Qualitative data showed that innovative planning, teaching and assessment are crucial to the success of outcomes-based learning. Despite careful planning, there were discrepancies between the ideal outcomes-based unit and the actual teaching and learning.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Start Page

35

End Page

56

Number of Pages

22

ISBN-10

1876682450

Publisher

Post Pressed

Place of Publication

Flaxton Qld.

Open Access

No

External Author Affiliations

Faculty of Education and Creative Arts;

Era Eligible

No

Number of Chapters

10

Usage metrics

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Keywords

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