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- Publisher
- SAGE
- Copyright
- © 1991 Australian Council for Educational Research
- ISSN
- 0004-9441
- eISSN
- 2050-5884
- DOI
- 10.1177/000494419103500308
- Publisher site
- See Article on Publisher Site
Abstract
Australian Journal of Education, Vol. 35, No.3, 1991 Windows into Science Classrooms: Problems Associated with Book Higher-level Cognitive Learning Reviews Edited by Kenneth Tobin, Jane Butler Kahle, and Barry Fraser London: Falmer Press. 1990.246 pp. £26.00 hb. £11.95 pb. ISBN 1-885000-543-5 Rarely does a book written about a specific aspect of science classrooms have so much to offer those interested in issues associated with teaching and learning in a wide range of contexts. It would be unfortunate if the title and substance of this book restricted its audience to science teachers or those only interested in science education. Windows into Science Classrooms presents the findings of a study conducted in an innovative Australian secondary school. Five researchers spent ten weeks observing the two classes taught by science teachers, Peter and Sandra. The researchers worked as a team, collaboratively planning and conducting their investigations, and five of the chapters in the book analyse the two classrooms from the particular perspective of one of the researchers. The chapter by Tobin analyses the mind frames or theories of teaching held by Sandra and Peter. Kahle's chapter investigates gender issues and the different ways in which the two teachers relate to male and
Journal
Australian Journal of Education – SAGE
Published: Nov 1, 1991