Classroom climate and instruction: New goals demand new approaches

  • John E. Penick
  • Ronald J. Bonnstetter


Uniformly, science teachers express the same goals for their students, goals that emphasize attitude, communication, creativity, and application of knowledge. Yet, the traditional role of the teacher ignores these goals and focuses on attainment of knowledge, rarely going on to applications. This paper suggests, rather specifically, how to provide instruction that leads to the expressed goals. These specific behaviors come from a three-part model where expressed goals define the role of the student and the student's roles are, in turn, stimulated by the teacher.

Key words

Classroom climate science instruction role of teacher 


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Copyright information

© Plenum Publishing Corporation 1993

Authors and Affiliations

  • John E. Penick
    • 1
  • Ronald J. Bonnstetter
    • 2
  1. 1.Science Education CenterUniversity of IowaIowa City
  2. 2.Curriculum and InstructionUniversity of NebraskaLincoln

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