Abstract
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.
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Penick, J.E., Bonnstetter, R.J. Classroom climate and instruction: New goals demand new approaches. J Sci Educ Technol 2, 389–395 (1993). https://doi.org/10.1007/BF00694527
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DOI: https://doi.org/10.1007/BF00694527