Abstract
Instructional quality has been a central issue in educational research for a long time now. Models of school learning were proposed, a vast number of correlational studies were carried out, and lately large-scale video studies were undertaken in order to discern the factors that render one type of instruction superior to another. Although no single explanatory variable emerged, a suite of relevant factors can be identified. This chapter provides an overview of the research undertaken and specifically establishes five dimensions of characteristics that collectively define high quality instruction.
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Neumann, K., Kauertz, A., Fischer, H.E. (2012). Quality of Instruction in Science Education. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_18
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DOI: https://doi.org/10.1007/978-1-4020-9041-7_18
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