Skip to main content
SpringerLink
Log in

A study of science teaching processes and their implications for science education policy formation

  • Published:
Research in Science Education Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • EGGLESTON, J.F. Studies of science teaching processes. Unpublished. A paper presented to the International Symposium on World Trends in Science Education, Halifax, Canada, 1979.

  • EGGLESTON, J.F., GALTON, M.J. & JONES, M.E.A science teaching observation schedule. London: Macmillan Education, 1975.

    Google Scholar 

  • EGGLESTON, J.F., GALTON, M.J. & JONES, M.E.Processes and products of science teaching. London: Macmillan Education, 1976.

    Google Scholar 

  • HACKER, R.G. Cognitive interactions in science: classroom practices and some prescriptions of theories of learning.Alberta Journal of Educational Research, 1980, 26, 25–35.

    Google Scholar 

  • HACKER, R.G., HAWKES, R.L. & HEFFERMAN, M.K. A cross-cultural study of science classroom interactions.British Journal of Educational Psychology, 1979, 49, 51–59.

    Google Scholar 

  • HAVELOCK, R.G. The utilistation of educational research and development.British Journal Of Educational Technology, 1971, 2, 84–97.

    Google Scholar 

  • POWER, C. A critical review of science classroom interaction studies.Studies in Science Education, 1977, 4, 1–25.

    Google Scholar 

Download references

Authors
  1. R. G. Hacker
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. J. N. Miles
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Hacker, R.G., Miles, J.N. A study of science teaching processes and their implications for science education policy formation. Research in Science Education 10, 119–127 (1980). https://doi.org/10.1007/BF02356316

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02356316

Keywords

Search

Navigation