Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality Chittleborough, Gail, Freitag-Amtmann, Ines, Hubber, Peter and Tytler, Russell 2016, Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality. In Hallitzky, M., Rakhkochkine, B., Koch-Priewe, J., Stortlander, C. and Trautmann, M. (ed), Comparative didactics and curriculum research - comparative research into didactics and curriculum, Julius Klinkhardt, Bad Heilbrunn, Germany, pp.240-248. Attached Files Name Description MIMEType Size Downloads Title Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality Author(s) Chittleborough, Gail orcid.org/0000-0002-0919-1582 Freitag-Amtmann, Ines Hubber, Peter orcid.org/0000-0003-1780-9562 Tytler, Russell orcid.org/0000-0003-0161-7240 Title of book Comparative didactics and curriculum research - comparative research into didactics and curriculum Editor(s) Hallitzky, M. Rakhkochkine, B. Koch-Priewe, J. Stortlander, C. Trautmann, M. Publication date 2016 Start page 240 End page 248 Total pages 8 Publisher Julius Klinkhardt Place of Publication Bad Heilbrunn, Germany Keyword(s) Science Teaching Primary Schools Quality Teaching Cross-national Study Summary This chapter reports on results of an international research project across Australia, Taiwan and Germany, titled: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms (EQUALPRIME).1 Its aim is to explore through video capture the practice of expert teachers of science in Taiwan, Germany and Australia. This chapter explores the pedagogical practices in two cases – fi rstly a Grade 4 Australian school with a specialist science teacher, Bob (pseudonym), and secondly, a mixed-age (Grade 4–6) German classroom being co-taught by a pair of teachers, Mr Arnold and Mrs Lennard. In both cases the students were studying the topic of force. The project is not determining what quality teaching is in any essentialised sense; this could be contentious in that quality practice might be considered to varywithin classrooms from the same country, let alone across countries and across cultures. Rather, given cases in which quality teaching is reported to be occurring, the project aims to describe these examples and identify features of quality science teaching practices as judged by peers in varied cultural settings. Data from these two cases in which quality teaching of science occurs, are used to address the research question: What can quality teaching and learning look like in a science classroom? ISBN 9783781521209 Language eng Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy 130302 Comparative and Cross-Cultural Education Socio Economic Objective 930201 Pedagogy HERDC Research category B1 Book chapter ERA Research output type B Book chapter Copyright notice ©2016, Julius Klinkhardt Persistent URL http://hdl.handle.net/10536/DRO/DU:30088332 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education 2018 ERA Submission Related Links Link Description   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 31 Oct 2016, 09:55:56 EST Tue, 01 Nov 2016, 04:00:35 EST Tue, 01 Nov 2016, 12:00:46 EST Tue, 22 Nov 2016, 05:04:22 EST Fri, 25 Nov 2016, 14:20:40 EST Fri, 25 Nov 2016, 14:26:59 EST Fri, 25 Nov 2016, 14:28:07 EST Fri, 17 Nov 2017, 08:18:37 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 300 Abstract Views, 14 File Downloads  -  Detailed Statistics Created: Mon, 31 Oct 2016, 09:55:56 EST

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