Abstract
Aim: To conduct a state-of-the-art survey of current practice in biology,
physics, chemistry and nature education at all levels of lower secondary
education.
Results: As regards teaching methods, the emphasis in science instruction is on whole-class instruction. There exist considerable differences between the
various types of school in respect of the amount of time devoted to laboratory
sessions. There is little interest in integrating aspects of biology, physics
and chemistry. The structuring of science lessons is largely based on to the
textbook that is being used. There exists a considerable discrepancy between
current teaching practice and the situation that policy-makers and experts
consider desirable for the implementation of the common core curriculum.
physics, chemistry and nature education at all levels of lower secondary
education.
Results: As regards teaching methods, the emphasis in science instruction is on whole-class instruction. There exist considerable differences between the
various types of school in respect of the amount of time devoted to laboratory
sessions. There is little interest in integrating aspects of biology, physics
and chemistry. The structuring of science lessons is largely based on to the
textbook that is being used. There exists a considerable discrepancy between
current teaching practice and the situation that policy-makers and experts
consider desirable for the implementation of the common core curriculum.
| Translated title of the contribution | Biiology, physics, chemistry and general science: the actual teaching practice |
|---|---|
| Original language | Dutch |
| Place of Publication | Enschede |
| Publisher | University of Twente |
| Number of pages | 154 |
| ISBN (Print) | 90-365-0388-4 |
| Publication status | Published - 1991 |