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Elementary Teachers' Verbal Supports of Science and Engineering Practices in an NGSS-Aligned Science, Engineering, and Computational Thinking Unit
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Lilly, Sarah; McAlister, Anne M.; Fick, Sarah J.; Chiu, Jennifer L.; McElhaney, Kevin W. – Journal of Research in Science Teaching, 2022
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense-making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that…
Descriptors: Elementary School Teachers, Science Activities, Engineering Education, Elementary School Students
Research on Structure in Teaching
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Anderson, O. Roger – Journal of Research in Science Teaching, 1974
Discusses research on kinetic structure, a microstructure concept (concerned with sequential organization of individual verbal statements or individual behavior acts). (PEB)
Descriptors: Classroom Communication, Curriculum, Educational Research, Research Methodology
Reflections on Wait-Time: Some Methodological Questions
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Rowe, Mary Budd – Journal of Research in Science Teaching, 1974
Presents some considerations about the variable of "wait time," a pause after a teacher question so that students can think or a pause after a student statement. (PEB)
Descriptors: Classroom Communication, Educational Research, Elementary School Science, Inquiry
Structures in Science Teaching and Learning Outcomes
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Trindade, Arnold L. – Journal of Research in Science Teaching, 1972
Predictions from Anderson's theories of structured communication were tested in grade eitht biology classes. Students given verbal instruction with a high degree of structure performed better on acquisition tests than students receiving less structured lessons. (AL)
Descriptors: Academic Achievement, Biology, Classroom Communication, Grade 8
Relative Effects of Modeling on the Acquisition of Wait-Time by Preservice Elementary Teachers and Concomitant Changes in Dialogue Patterns.
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DeTure, Linda R. – Journal of Research in Science Teaching, 1979
The two-phase study was designed to (1) create a means whereby preservice teachers could lengthen the time they allow for a student to respond after posing a question; and (2) to study the relationship of want-time as an independent variable and dialogue measure, as a dependent variable. (RE)
Descriptors: Classroom Communication, Educational Research, Educational Theories, Preservice Teacher Education