One Bottleneck at a Time

Bonner, J. Jose; Lotter, Christine; Harwood, William
December 2004
Science Teacher;Dec2004, Vol. 71 Issue 10, p26
Academic Journal
Describes a method by which science teachers can analyze and find solutions for student-learning bottlenecks. Need to reincorporate the process of discovery into science teaching; Use of the method outlined in a summer professional development workshop called the Summer Research Institute; Seven-step plan for addressing a learning bottleneck.


Related Articles

  • Reading Questions in Large-Lecture Courses. Offerdahl, Erika; Baldwin, Thomas; Elfring, Lisa; Vierling, Elizabeth; Ziegler, Miriam // Journal of College Science Teaching;Mar/Apr2008, Vol. 37 Issue 4, p43 

    In an effort to encourages students to read prior coming to class, instructors experiment with new instructional strategies. It is sometimes difficult to anticipate limitations of a strategy within particular classroom environments, or to predict positive side effects for students. This paper...

  • AN INQUIRY SAFARI. Thomson, Norman; Chapman, Seri // Science Teacher;Dec2004, Vol. 71 Issue 10, p20 

    Provides details on the Virtual Gorilla Modeling Project that provides science teachers with the necessary knowledge and tools to help students gain an understanding of gorillas. Participation of teachers in a 10-day professional development workshop in which they explore the world of gorilla...

  • On The Conceptual Understanding Of ‘Work Done’ For Secondary One Students In Singapore. Munirah, S. K.; Foong, S. K.; Lee, P. // AIP Conference Proceedings;7/30/2010, Vol. 1263 Issue 1, p187 

    We report the preliminary findings on students’ conceptual understanding of ‘Work Done’ within the Secondary One science syllabus in Singapore. We group our findings into two main categories, ‘Students’ Preconceptions’ and ‘Students’...

  • Learning to Teach. Talanquer, Vicente; Morgan, Del // Journal of College Science Teaching;Mar/Apr2005, Vol. 34 Issue 5, p28 

    Describes three investigations that teach future secondary school science teachers to improve their practice by gathering and analyzing data about teaching and learning. Background on the program; Components of the program's Curriculum Decisions and Assessment in Science course, which focuses...

  • The Subject Matter of Introductory Science and Its Organization. Rowell, Percy E. // Education;May1923, Vol. 43 Issue 9, p558 

    The article explores the subject matter of a course in introductory science and its organization. The choice of subject matter must be determined by its aims and purposes and must supply the most efficient educational means for teachers and students. The greatest difficulty is in its...

  • Exploring Elementary Science Methods Course Contexts to Improve Preservice Teachers' NOS of Science Conceptions and Understandings of NOS Teaching Strategies. Akerson, Valarie L.; Weiland, Ingrid; Rogers, Meredith Park; Pongsanon, Khemmawaddee; Bilican, Kader // Eurasia Journal of Mathematics, Science & Technology Education;2014, Vol. 10 Issue 6, p647 

    We explored adaptations to an elementary science methods course to determine how varied contexts could improve elementary preservice teachers' conceptions of NOS as well as their ideas for teaching NOS to elementary students. The contexts were (a) NOS Theme in which the course focused on the...

  • Teaming Up for Science & Reading Success. Holliday, William G. // Science & Children;May2003, Vol. 40 Issue 8, p38 

    The article discusses research results from three successful curricular programs integrating reading with science with the intent of helping science teachers. In each program, participating teachers were reported to have exerted added energy in developing their separate curriculums compared to...

  • Evidence Helps the KWL Get a KLEW. Hershberger, Kimber; Zembal-Saul, Carla; Starr, Mary L. // Science & Children;Feb2006, Vol. 43 Issue 5, p50 

    The article presents information on the change in science teaching techniques. Know-Want-Learn (KWL) charts and variations of them are used by science teachers to know students' prior knowledge on a particular topic and letting them understand what so ever is being taught. A third-grade teacher,...

  • THE SCIENCE MANAGEMENT OBSERVATION PROTOCOL. Sampson, Victor // Science Teacher;Dec2004, Vol. 71 Issue 10, p30 

    Features the Science Management Observation Protocol (SMOP) that provides valuable information on five different management issues that are especially important in inquiry-based classroom. Problems faced by teachers when trying to implement inquiry-based science teaching; Use of SMOP as an...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics