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Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality

posted on 2016-01-01, 00:00 authored by Gail Chittleborough, I Freitag-Amtmann, Peter Hubber, Russell TytlerRussell Tytler
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 vary
within 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?


Title of book

Comparative didactics and curriculum research - comparative research into didactics and curriculum


240 - 248


Julius Klinkhardt

Place of publication

Bad Heilbrunn, Germany





Publication classification

B Book chapter; B1 Book chapter

Copyright notice

2016, Julius Klinkhardt


M Hallitzky, B Rakhkochkine, J Koch-Priewe, C Stortlander, M Trautmann

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