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EJ948719 - The Perceived Usefulness of Teachers' Guides for Science Teachers

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ERIC #:	EJ948719
Title:	The Perceived Usefulness of Teachers' Guides for Science Teachers
Authors:	Lin, Shu-Fen; Chang, Wen-Hua; Cheng, Yeong-Jing
Descriptors:	Concept Mapping; Elementary School Science; Junior High Schools; Textbooks; Educational Change; Foreign Countries; Science Teachers; Answer Keys; Teaching Guides; Science Instruction; Science Education; Science Curriculum; Questionnaires; Surveys; Elementary Schools; Elementary School Teachers; Secondary School Teachers
Source:	International Journal of Science and Mathematics Education, v9 n6 p1367-1389 Dec 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2011-12-00
Pages:	23
Pub Types:	Journal Articles; Reports - Research
Abstract:	The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers' guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials align instruction with the goals of reform. Well-designed teachers' guides contribute to communicating and supporting reform-based teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers. A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than they were to junior high teachers. These groups of teachers perceived the guides' usefulness differently, but they believed that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression provided the most helpful and preferred layout. Teachers felt that the function of a teachers' guide is to provide teaching resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking.
Abstractor:	As Provided
Reference Count:	38

Note:	N/A
Identifiers:	Taiwan
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1571-0068
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Junior High Schools
Direct Link:	http://dx.doi.org/10.1007/s10763-010-9268-6

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