Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Classroom Communication | 3 |
| Science Instruction | 3 |
| Teaching Models | 3 |
| Teaching Methods | 2 |
| Biology | 1 |
| Case Studies | 1 |
| Cognitive Structures | 1 |
| College Science | 1 |
| Communication (Thought… | 1 |
| Discourse Analysis | 1 |
| Foreign Countries | 1 |
| More ▼ | |
Author
| Abell, Sandra K. | 1 |
| Koballa, Thomas R., Jr. | 1 |
| Ritchie, Stephen M. | 1 |
| Shrigley, Robert L. | 1 |
| Sickel, Aaron J. | 1 |
| Vanmali, Binaben H. | 1 |
| Witzig, Stephen B. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Australia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkSickel, Aaron J.; Witzig, Stephen B.; Vanmali, Binaben H.; Abell, Sandra K. – Research in Science Education, 2013
Large enrolment science courses play a significant role in educating undergraduate students. The discourse in these classes usually involves an instructor lecturing with little or no student participation, despite calls from current science education reform documents to elicit and utilize students' ideas in teaching. In this study, we used the 5E…
Descriptors: College Science, Biology, Large Group Instruction, Undergraduate Students
Peer reviewedShrigley, Robert L.; Koballa, Thomas R., Jr. – School Science and Mathematics, 1989
Discusses aspects of using anecdotes in the classroom including vividness, the downside, high inferential risks, and low inferential risks. Reviews research underpinnings. (MVL)
Descriptors: Classroom Communication, Communication (Thought Transfer), Research, Science Instruction
Peer reviewedRitchie, Stephen M. – Science Education, 1999
Describes a case study of an experienced provocateur-teacher in which the teacher's theory for science learning and teaching during teacher-student interactions was inferred from classroom observations, teacher-student discourse, and stimulated recall interviews. The teacher's instructional moves were interrelated with the components of his…
Descriptors: Case Studies, Classroom Communication, Cognitive Structures, Foreign Countries
