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- W325861548 abstract "In order to improve physics education some believe that it is necessary to consider teachers' view of quality learning in a specific content context. This report was developed to provide descriptions and comparisons of the conceptions of quality learning held by twelfth grade teachers (n=14) and academics of physics. Results revealed that among the high school teachers was a widespread acceptance of the value of many of the features associated with quality learning (e.g. the importance of integrating and linking for quality A clear exception to this is for the item labeled taking. responsibility for their own learning. Only six of the fourteen secondary respondents made comments relevant to this issue, and most of these were in the context of experimental work and/or affective dimensions of physics The academics on the other hand expressed views different from those accepted by the study as quality The most collective feature of the views of this group is that they tend to be strongly focused by what their students could not do. The researchers' conception of quality learning was, implicitly, rejected as being beyond the current abilities of students. (ZWH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** CONCEPTIONS OF QUALITY LEARNING HELD BY HIGH SCHOOL AND UNIVERSITY PHYSICS TEACHERS Richard Gunstone Catherine Brass and Peter Fensham" @default.
- W325861548 created "2016-06-24" @default.
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- W325861548 date "1994-04-01" @default.
- W325861548 modified "2023-09-27" @default.
- W325861548 title "Conceptions of Quality Learning Held by High School and University Physics Teachers." @default.
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