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| Reports - Descriptive | 2 |
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Peer reviewedAbraham, Doc; Abraham, Katy – American Biology Teacher, 1993
Presents reasons why jargon should not be used in biology instruction. Argues that more hands-on science activities and relating learning to everyday living needs to occur in the science classroom. (PR)
Descriptors: Biology, College Science, Elementary Secondary Education, Higher Education
Peer reviewedEckstein, Rick; And Others – Teaching Sociology, 1995
Maintains that introductory sociology courses rely on a preponderance of jargon that obfuscates the nature of the discipline. Advocates communicating the nature of sociology by emphasizing its three main approaches: structural, systematic, and critical. Suggests that religious affiliation and economic status influence ability to think…
Descriptors: Critical Thinking, Data Collection, Definitions, Educational Objectives
Peer reviewedDaniels, Harry – British Journal of Sociology of Education, 1995
Investigates the relationship between the social organization and educational practices of schools and how they relate to students' ability to recognize differences between curriculum-specific talk. The study recorded students' observations regarding Mathematics and Art to determine their ability to speak in subject-specific ways teachers deem…
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, Communication (Thought Transfer)
