المؤلفون: Holländer, Monika, Böhm, Katharina, Jasper, Leonie, Melle, Insa

المصدر: Chemkon - Chemie Konkret; Jun2022 Supplement S1, Vol. 29 Issue 1, p299-306, 8p

مصطلحات موضوعية: EDUCATION policy, EDUCATIONAL change, CONCEPT learning, UNIVERSAL design, TEACHERS

Abstract (English): Due to changes in educational policy and society, teachers in the German school system are confronted with an increasingly heterogeneous student body, not only in inclusive learning groups. This diversity needs to be addressed positively by planning and delivering lessons that are accessible to all learners from the beginning. One concept for designing such instruction is Universal Design for Learning, or UDL. However, the implementation of the non‐subject‐specific UDL framework into subject lessons can be an obstacle for (prospective) teachers. Therefore, we developed the planning model ChemDive based on the UDL and common concepts for science teaching. The model offers suggestions for concrete implementation possibilities for universally accessible chemistry teaching. ChemDive is explained and illustrated with a teaching example. [ABSTRACT FROM AUTHOR]

Abstract (German): Durch bildungspolitische und gesellschaftliche Veränderungen sind Lehrkräfte im deutschen Schulsystem mit einer zunehmend heterogenen Schülerschaft konfrontiert, nicht nur in inklusiven Lerngruppen. Dieser Diversität gilt es positiv zu begegnen, indem Unterricht von Beginn an für alle Lernenden zugänglich geplant und durchgeführt wird. Ein Konzept für die Gestaltung eines solchen Unterrichts ist das Universal Design for Learning, kurz UDL. Die Implementierung des nicht fachspezifischen UDL‐Rahmenkonzepts in den Fachunterricht kann jedoch für (angehende) Lehrkräfte ein Hindernis darstellen. Vor diesem Hintergrund wurde auf Basis des UDL und anknüpfend an gängige Phasen‐ bzw. Verlaufsplankonzepte aus dem naturwissenschaftsdidaktischen Bereich das Planungsmodell ChemDive entwickelt, das Anregungen für konkrete Umsetzungsmöglichkeiten für einen universell zugänglichen Chemieunterricht bietet. ChemDive wird anhand eines Unterrichtsbeispiels erläutert und veranschaulicht. [ABSTRACT FROM AUTHOR]

: Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Holländer, Monika, Böhm, Katharina, Jasper, Leonie, Melle, Insa

المصدر: Chemkon - Chemie Konkret; Jun2022 Supplement 1, Vol. 29, p299-306, 8p

مصطلحات موضوعية: EDUCATION policy, EDUCATIONAL change, CONCEPT learning, UNIVERSAL design, TEACHERS

Abstract (English): Due to changes in educational policy and society, teachers in the German school system are confronted with an increasingly heterogeneous student body, not only in inclusive learning groups. This diversity needs to be addressed positively by planning and delivering lessons that are accessible to all learners from the beginning. One concept for designing such instruction is Universal Design for Learning, or UDL. However, the implementation of the non‐subject‐specific UDL framework into subject lessons can be an obstacle for (prospective) teachers. Therefore, we developed the planning model ChemDive based on the UDL and common concepts for science teaching. The model offers suggestions for concrete implementation possibilities for universally accessible chemistry teaching. ChemDive is explained and illustrated with a teaching example. [ABSTRACT FROM AUTHOR]

Abstract (German): Durch bildungspolitische und gesellschaftliche Veränderungen sind Lehrkräfte im deutschen Schulsystem mit einer zunehmend heterogenen Schülerschaft konfrontiert, nicht nur in inklusiven Lerngruppen. Dieser Diversität gilt es positiv zu begegnen, indem Unterricht von Beginn an für alle Lernenden zugänglich geplant und durchgeführt wird. Ein Konzept für die Gestaltung eines solchen Unterrichts ist das Universal Design for Learning, kurz UDL. Die Implementierung des nicht fachspezifischen UDL‐Rahmenkonzepts in den Fachunterricht kann jedoch für (angehende) Lehrkräfte ein Hindernis darstellen. Vor diesem Hintergrund wurde auf Basis des UDL und anknüpfend an gängige Phasen‐ bzw. Verlaufsplankonzepte aus dem naturwissenschaftsdidaktischen Bereich das Planungsmodell ChemDive entwickelt, das Anregungen für konkrete Umsetzungsmöglichkeiten für einen universell zugänglichen Chemieunterricht bietet. ChemDive wird anhand eines Unterrichtsbeispiels erläutert und veranschaulicht. [ABSTRACT FROM AUTHOR]

: Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: van den Boom, Marius, Marohn, Annette

المصدر: Chemkon - Chemie Konkret; Jun2022 Supplement 1, Vol. 29, p218-221, 4p

مصطلحات موضوعية: CONCEPT learning, LOGICAL fallacies, LEARNING, TEACHERS, POSSIBILITY, MODULAR design

Abstract (English): This article presents the teaching concept "feil: learning to identify fallacies". Students are sensitized to a critical approach to arguments: They work on selected types of fallacies and use what they have learned to evaluate arguments in scientific controversies and in commercials. In addition, students learn to identify fallacies in their own argumentation. Due to the modular design, the teaching concept offers teachers the possibility to set the scope of the unit themselves and to choose their own emphasis. The concept can be used in science classes from 8th grade onwards. The last section of the article provides a brief overview of empirical results. [ABSTRACT FROM AUTHOR]

Abstract (German): Der Artikel stellt das Unterrichtskonzept „feil: Fehlschlüsse identifizieren lernen" vor. In diesem werden Lernende für einen kritischen Umgang mit Argumenten sensibilisiert: Sie erarbeiten ausgewählte Fehlschluss‐Typen und nutzen das Gelernte, um Argumente in naturwissenschaftlichen Kontroversen und in der Werbung zu prüfen. Sie lernen außerdem, Fehlschlüsse in der eigenen Argumentation zu identifizieren. Aufgrund des Baukastensystems bietet das Unterrichtskonzept Lehrkräften die Möglichkeit, eigene Schwerpunkte zu setzen und den Umfang der Einheit selbst festzulegen. Das Konzept kann im naturwissenschaftlichen Unterricht der Sekundarstufe I eingesetzt werden. Der letzte Abschnitt des Artikels gibt einen kurzen Überblick über Ergebnisse empirischer Erhebungen. [ABSTRACT FROM AUTHOR]

: Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Holländer, Monika, Böhm, Katharina, Jasper, Leonie, Melle, Insa

المصدر: Chemkon - Chemie Konkret; Jun2022 Supplement S1, Vol. 29, p299-306, 8p

مصطلحات موضوعية: EDUCATION policy, EDUCATIONAL change, CONCEPT learning, UNIVERSAL design, TEACHERS

Abstract (English): Due to changes in educational policy and society, teachers in the German school system are confronted with an increasingly heterogeneous student body, not only in inclusive learning groups. This diversity needs to be addressed positively by planning and delivering lessons that are accessible to all learners from the beginning. One concept for designing such instruction is Universal Design for Learning, or UDL. However, the implementation of the non‐subject‐specific UDL framework into subject lessons can be an obstacle for (prospective) teachers. Therefore, we developed the planning model ChemDive based on the UDL and common concepts for science teaching. The model offers suggestions for concrete implementation possibilities for universally accessible chemistry teaching. ChemDive is explained and illustrated with a teaching example. [ABSTRACT FROM AUTHOR]

Abstract (German): Durch bildungspolitische und gesellschaftliche Veränderungen sind Lehrkräfte im deutschen Schulsystem mit einer zunehmend heterogenen Schülerschaft konfrontiert, nicht nur in inklusiven Lerngruppen. Dieser Diversität gilt es positiv zu begegnen, indem Unterricht von Beginn an für alle Lernenden zugänglich geplant und durchgeführt wird. Ein Konzept für die Gestaltung eines solchen Unterrichts ist das Universal Design for Learning, kurz UDL. Die Implementierung des nicht fachspezifischen UDL‐Rahmenkonzepts in den Fachunterricht kann jedoch für (angehende) Lehrkräfte ein Hindernis darstellen. Vor diesem Hintergrund wurde auf Basis des UDL und anknüpfend an gängige Phasen‐ bzw. Verlaufsplankonzepte aus dem naturwissenschaftsdidaktischen Bereich das Planungsmodell ChemDive entwickelt, das Anregungen für konkrete Umsetzungsmöglichkeiten für einen universell zugänglichen Chemieunterricht bietet. ChemDive wird anhand eines Unterrichtsbeispiels erläutert und veranschaulicht. [ABSTRACT FROM AUTHOR]

: Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: van den Boom, Marius, Marohn, Annette

المصدر: Chemkon - Chemie Konkret; Jun2022 Supplement S1, Vol. 29, p218-221, 4p

مصطلحات موضوعية: CONCEPT learning, LOGICAL fallacies, TEACHERS, POSSIBILITY, MODULAR design

Abstract (English): This article presents the teaching concept "feil: learning to identify fallacies". Students are sensitized to a critical approach to arguments: They work on selected types of fallacies and use what they have learned to evaluate arguments in scientific controversies and in commercials. In addition, students learn to identify fallacies in their own argumentation. Due to the modular design, the teaching concept offers teachers the possibility to set the scope of the unit themselves and to choose their own emphasis. The concept can be used in science classes from 8th grade onwards. The last section of the article provides a brief overview of empirical results. [ABSTRACT FROM AUTHOR]

Abstract (German): Der Artikel stellt das Unterrichtskonzept „feil: Fehlschlüsse identifizieren lernen" vor. In diesem werden Lernende für einen kritischen Umgang mit Argumenten sensibilisiert: Sie erarbeiten ausgewählte Fehlschluss‐Typen und nutzen das Gelernte, um Argumente in naturwissenschaftlichen Kontroversen und in der Werbung zu prüfen. Sie lernen außerdem, Fehlschlüsse in der eigenen Argumentation zu identifizieren. Aufgrund des Baukastensystems bietet das Unterrichtskonzept Lehrkräften die Möglichkeit, eigene Schwerpunkte zu setzen und den Umfang der Einheit selbst festzulegen. Das Konzept kann im naturwissenschaftlichen Unterricht der Sekundarstufe I eingesetzt werden. Der letzte Abschnitt des Artikels gibt einen kurzen Überblick über Ergebnisse empirischer Erhebungen. [ABSTRACT FROM AUTHOR]

: Copyright of Chemkon - Chemie Konkret is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Montrosse‐Moorhead, Bianca, Ensminger, David C, Roseveare, Christine

المصدر: New Directions for Evaluation; Dec2021, Vol. 2021 Issue 172, p53-67, 15p

مصطلحات موضوعية: TEACHERS, CLASSROOM environment, CONCEPT learning, PROFESSIONAL practice, INSTRUCTIONAL systems design, LITERATURE reviews

مستخلص: In this article, we review the literature on learning and teaching with cases drawing from several applied professions (e.g., education, business, medicine). First, we summarize the learning philosophies and concepts that ground case‐centered teaching and learning. This section touches on views of professional practice, important and relevant theories and concepts, and the value of decomposition of professional practice. Then, we use the idea of decomposition of professional practice to illuminate for readers how the learning philosophies and concepts that ground case‐centered teaching might show up in evaluation classrooms. This discussion necessarily focuses on instructional design, types of cases, issues to consider in selecting cases, developing meaningful questions, and cultivating the type of learning environment case‐centered teaching and learning demands. Implications for evaluation educators and research on evaluation are noted. [ABSTRACT FROM AUTHOR]

: Copyright of New Directions for Evaluation is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Geddis, Arthur N.

المصدر: Science Education; Jan1988, Vol. 72 Issue 1, p1-18, 18p, 2 Charts

مصطلحات موضوعية: THEORY of knowledge, INTELLECT, CONCEPTS, CONCEPT learning, CONCEPTUALISM, TEACHERS, TEACHING, SOCIAL sciences, INTELLECTUAL development, SOCIAL sciences education, EDUCATION research

مستخلص: The article discusses the role of concepts in the context of epistemology and sociology in teacher supervision. The main objective of the author is to help teachers reflect on their own practice, both in the professional autonomy of teachers, and in the complexity of their task. The author also discusses the two part conceptual scheme that addresses important dimensions of both knowledge and control, and epistemology and further illustrates how it reflects on a classroom episode in which the issue of intellectual independence is problematic.

المؤلفون: Hibbard, K. Michael, Novak, Joseph D.

المصدر: Science Education; Oct-Dec1975, Vol. 59 Issue 4, p559-570, 12p, 1 Black and White Photograph, 6 Charts

مصطلحات موضوعية: CONCEPT learning, SCIENCE education, TUTORS & tutoring, SCIENCE teachers, TEACHERS, STUDENTS, EDUCATION, ELEMENTARY schools, PSYCHOLOGY of learning

مستخلص: The article describes a study on children's concept learning in science through audio-tutorials. The study involved 84 children from four first-grade classes in two elementary schools who received audio-tutorial instruction and 38 children who received only an introductory set of audio-tutorial lessons. Two methods of evaluation are used: first, crayon-and-paper tests including "production" and "recognition" questions, and clinical individual interviews. One hundred picture test questions are presented, organized into four booklets, and administered over a two-week period.

المؤلفون: Starr, Mary L., Krajcik, Joseph S.

المصدر: Journal of Research in Science Teaching; 12/20/1990, Vol. 27 Issue 10, p987-1000, 14p

مصطلحات موضوعية: SCIENCE education, TEACHER participation in curriculum planning, CONCEPT learning, SCIENCE education (Elementary), SCIENCE education (Primary), SCIENCE teachers, HEURISTIC, GRADE levels, TEACHERS

مستخلص: This article focuses on the use of concept maps for science curriculum development. It discusses the use of these maps as a heuristic in the process of science curriculum development. Middle School science teachers of sixth to eighth grades and upper elementary school science teachers of fourth and fifth grades served as curriculum developers during this study. The teachers developed the maps while working in teams of two or three teachers. They designed a conceptually-based science program. They were initially introduced to the methods of concept mapping.

المؤلفون: Beyerbach, Barbara A., Smith, Joyce M.

المصدر: Journal of Research in Science Teaching; 12/20/1990, Vol. 27 Issue 10, p961-971, 11p

مصطلحات موضوعية: CONCEPT learning, TRAINING of student teachers, EFFECTIVE teaching, LEARNING, STUDENT teaching, COMPUTER software, TEACHER effectiveness, TEACHERS

مستخلص: This article focuses on the use of Learning Tool, a computerized concept mapping program, to examine changes in the content and organization of 17 preservice teachers' concept maps for the topic of effective teaching. The teachers were progressing through their senior year of a teacher education program. Students worked with a partner to develop their concept maps with the help of the Learning Tool program. They were required to keep reflective journals in which they discussed their experiences using the program and to derive implications for teaching.