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.

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Title Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality
Author(s) Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Freitag-Amtmann, Ines
Hubber, PeterORCID iD for Hubber, Peter orcid.org/0000-0003-1780-9562
Tytler, RussellORCID iD for 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
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