Neue Publikation im Journal Teaching and Teacher Education
18.07.2018
In der Zeitschrift “Teaching and Teacher Education” wurde eine Studie im Rahmen des Projekts „Fachspezifische Unterrichtsqualität in Biologie: Vergleichende Re-Analyse von Unterrichtsvideos“ veröffentlicht.
Abstract:
We investigated biology instruction—using a generic framework of scientific reasoning and argumentation (SRA) with eight epistemic activities—on how to foster student learning in biological literacy which had not been clarified in previous studies. Our analysis of videotaped biology lessons and student achievement showed varying frequencies in using these activities and their effects on achievement. Those students taught with more epistemic activities had higher achievement. We believe that the SRA framework can be a worthwhile methodical tool for teaching biology to foster student learning. Therefore, we draw practically orientated implications for educational research, practitioners, teacher educators, and curriculum developers.
Zitation:
Dorfner, T., Förtsch, C., Germ, M., & Neuhaus, B. J. (2018). Biology instruction using a generic framework of scientific reasoning and argumentation. Teaching and Teacher Education, 75, 232–243.